This descriptive qualitative study was designed to understand better California K-12 teachers' experiences with and preferences toward technology-facilitated professional development. The issue is that there have been some changes in professional development since COVID-19 and are these changes with technology-facilitated professional developments effective? The conceptual framework for this study uses professional development as it explains organized learning and structure with the help of the TPACK model to help teachers in their practice and instructional strategies. Four primary research questions guide this study: 1) What types of professional development have California K-12 teachers participated in since 2020? 2) How do California K-12 teachers describe their experiences with technology-facilitated professional development? 3) What are California K-12 teachers' preferences for future technology-facilitated professional development? 4) How, if at all, do California K-12 teachers perceive their preferences for professional development changed during the COVID era? By snowball sampling, 32 California K-12 teachers volunteered to take an online survey and answer a set of closed-ended questions for this study. The results and key findings of this study found that after asking about their current preference for professional development. there was a tie with 40% face-to-face and self-paced courses were a preferred top choice of professional development. Another finding revealed that there were different reasons for participating in online professional development with 20% liking technology-facilitated professional development. Although mainly most professional developments focus on content or pedagogical knowledge when technology is the focus, participants did report it to be beneficial. Three conclusions were developed from the results. COVID-19 prompted changes to the preferences for the professional development delivery approach with increased favor of technology-facilitated professional development. There continues to be a need for professional development focused on teaching infused with technology. The potential for informal professional development has not yet been embraced by teachers. Recommendations for further research in the areas of exploring human connections, informal learning spaces for teachers, and a closer investigation of self-paced modules in technology-facilitated professional development. Also, extending research into qualitative research would expand unanswered questions that quantitative data could not. [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.]