This research study was conducted to illuminate teacher attitudes toward professional development in a large urban school district and to discern if differences existed in teachers' perceptions of professional development are dependent upon employment in a high-achieving school or low-achieving school. This study also sought to determine whether teacher perceptions of professional development varied based on teacher degree attainment, years of teaching experience, or gender. Data analysis revealed that teachers in high-achieving schools perceived that professional development had little to no impact on their teaching practice, and teachers who work in low-achieving schools perceived professional development as having a small impact on their teaching practices. A significant difference existed between teachers working in high-achieving schools and teachers working in low-achieving schools' perceptions of the quality and impact of professional development activities. Teachers' level of educational attainment yielded no significant difference in their perceptions of professional development whether the teacher was employed in a high-achieving school or a low-achieving school. Study results concluded that teachers' years of experience yielded no significant difference in teachers' perception of professional development regardless of employment in a low-achieving school or a high-achieving school. The study results concluded that teachers' gender yielded no significant difference in teachers' perception of professional development regardless of employment in a low-achieving school or a high-achieving school. [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.]