This study advances the understanding of providing effective professional development for elementary teachers in the field as the Pennsylvania STEELS standards require inquiry-based learning as a component of the science classroom. I sought out elementary teacher perceptions surrounding professional development as it pertained to their ability to lead inquiry-based science lessons in their classrooms. This qualitative phenomenological study utilized interviews to gather these perceptions. The study revealed that teachers tended to see themselves as "science people" or "non-science people." The study also found challenges which teachers encounter in leading inquiry-based science lessons in the classroom, as well as the skills they felt they needed to successfully navigate this pedagogy. Further, it revealed the dire need for effective professional development which left an impression. These findings support a model of professional development which is long lasting, connected to the real world and other content areas, engages elementary teacher participants in the role of student in an exercise of inquiry, and holds potential to transfer learnings directly into teacher classrooms. [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.]