Responding to the claim that teacher engagement in professional development is a waste of time, this study employed phenomenology as the approach to explore teachers' perceptions of the role of continuous professional development (CPD) in improving their instructional practices and student learning. A purposive sample of elementary teachers responded to questions in individual semi-structured interviews where they described their CPD experiences including advantages, disadvantages, and influences on their practice and student outcomes. The results resulted in four themes: Learning Via Continuing Professional Development; Instruction; Resources and Support; and Data and Standards. Answers to the four research questions along with emerging themes suggested that participants may perceive that continuous professional development has no value for instructional enhancement, but rather found CPD beneficial for their self-growth and student performance as they were able to apply new information and resources in classroom instruction. [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.]