This qualitative study examines the perspectives of K-12 school principals in urban settings on the strengths and weaknesses of various professional development program modalities. The research involved interviews with 10 urban K-12 school administrators to explore their views on in-person, online synchronous, and online asynchronous professional development formats. Thematic analysis of the interviews revealed the principals' preferences and challenges, with a notable preference for in-person sessions despite the rise of online formats. The findings indicate a need for professional development programs that are both flexible and specifically tailored to the needs of school leaders, supporting the integration of in-person and online methods. This study highlights the critical need of ongoing professional development in helping educational leaders address the changing demands of their positions. Recommendations for practice include maintaining or enhancing face-to-face components while adopting hybrid models. Policy recommendations focus on fostering the creation of professional development programs that are relevant and responsive. Future research should investigate the efficacy of hybrid models and their long-term effects on leadership effectiveness and student outcomes. Ultimately, this research contributes to improving professional development strategies for educational leaders in urban K-12 environments, addressing essential gaps in educational leadership development and practice. [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.]