This capstone project investigates professional development perceptions from the lens of three different participant groups: district administrators, school administrators, and teachers. A literature review identifies PD changes, legislative mandates, and the roles each must play to support teacher growth. The mixed-methods study assesses the perceptions of PD and how it supports teacher efficacy. The research informs three groups' perceptions of PD and its effectiveness in practice. The project concludes by evaluating the effectiveness of PD and offering recommendations for future research. This capstone contributes valuable insights for educators, administrators, and policymakers aiming to enhance professional learning opportunities. [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.]