This study addresses the need for research pertaining to the use of self-directed learning in educators' professional development (Merriam et al., 2007; Wagner, 2011; Zepeda et al., 2014). In satisfying this need, this study examined the experiences of educators within the Seminaries and Institutes of Religion (S&I) program with a form of self-directed professional development. The research question that guided the efforts to accomplish the purpose of the present study was, "What perceived impacts has S&I educators' engagement in doing certification projects had on their professional growth?"