Professional development and learning are vital components of the educational system due to their dynamic impact on teachers (Bayar, 2014; Darling-Hammond, 2010; Guskey, 2002). Despite the importance of teacher development and the impact of student learning outcomes, professional development and learning often rely on traditional "sit-and-get" methods that fail to consider the individual needs of adult learners (Darling-Hammond, 2010; Gouthro, 2019; Guskey, 2002). The design of this Dissertation in Practice explored the perception of professional development and learning from teachers and offered a path to improvement through experiential learning strategies and adult learning theory (Guskey, 2017; Knowles, 1978; Kolb, 1970; Jarvis, 1995). Through a qualitative study utilizing phenomenological interviews, this study gathered teacher perspectives on professional development and learning from a public high school in the Mid-Atlantic region of the United States of America. Based on the results of the interviews and the best practices gleaned from the body of research that makes up this dissertation, a proposed solution with an evaluation component was designed for the focus organization to elevate professional development, improve learning practices, and advance teacher perceptions of professional development and learning. In the form of an example of professional development and learning session, the solution built on the existing practices in the organization, infused with experiential learning strategies aligned with adult learning theory to individualize the learning process that meets the needs of individual learners and organizational needs. Inspired by the Kirkpatrick Model, the evaluation component provided the organization with reflective-driven feedback to evaluate the effectiveness and impact of professional development and learning and plan for future learning (Kirkpatrick & Kirkpatrick, 2006). Ultimately, the interviews showed an organization filled with teachers clamoring to be heard and willing to do the work to improve themselves and continue their growth as educators. The solution and evaluation component provides an example of how to enhance the organization's professional development and learning practices. Connecting with both organizational needs and individual needs, the proposed solution shows the power of experiential learning strategies aligned with adult learning theory to improve traditional professional development and learning for teachers. (Darling-Hammond, 2010; Gouthro, 2019; Guskey, 2002). [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.]