The purpose of this narrative study was to explore professional development experiences intended to support the development and implementation of innovative teaching and learning strategies in the traditional K-12 educational setting, from the perspective and lived experience of educators. The sample of this study was four white, female educators who have experience teaching in innovative settings. Participants were selected through homogeneous purposeful sampling. This study answered the following research questions: RQ1: What stories do educators who serve in innovative K-12 settings share about their lived experiences with professional development that has been designed to support the implementation of innovative teaching strategies?; RQ2: In what ways do educators' stories about their lived experiences in innovative K-12 settings illuminate effective professional development practices and support for the ongoing development and implementation of innovative teaching strategies?; and RQ3: How do these experiences affect educators' perceptions of the transfer of professional development skills within K-12 classrooms? Data were collected through one-on-one semi-structured interviews conducted via Zoom and lasting approximately 45-60 minutes each. Interviews were transcribed and coded using two cycles of coding. The central themes that emerged were 1) support; 2) "a mindset shift;" 3) quality professional development; 4) "honoring teacher voice and choice;" and 5) intense. The findings and conclusions drawn from this study highlight the importance of teacher-led professional development coupled with strong systems of support to provide a context for supporting educators in innovative settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]