A key lever for improving instructional quality centers on providing teachers with professional development (PD) opportunities customized to their instructional needs. To examine whether teacher evaluation reforms led such PD opportunities, we explored the extent to which teachers received PD based on their instructional profiles. To do so, we conducted a latent profile analysis of data from upper-elementary teachers to develop profiles of teachers based on the instructional quality of their lessons. Three profiles emerged from this analysis, with the first two corresponding to strong and weak performance, respectively, in both the content-generic and the content-specific teaching aspects, and the third corresponding to strong performance in generic aspects and weak in content-specific aspects. After validating these profiles, we regressed profile membership on PD received and found that the former did not predict the latter. This nonsignificant finding has implications for rendering current PD efforts more customized to teachers' instructional needs.