This multiple case study analysis investigated the perceptions of four science teachers who were repeat attendees at professional development programs coordinated by a university center. Adult learning theory provided a lens to view the motivated participants of the study and each of the five assumptions were present. Semi-structured interviews were analyzed using the constant comparative method to allow themes to emerge. Findings revealed three themes: 1) these science teachers perceive dual identities as both an educator and a scientist; 2) relationships built during an immersive content program allow the development of trust between these science teachers and university program coordinators which facilitates continued participation; and 3) as professionals dedicated to their craft, these science teachers pursue content-rich professional development opportunities for their personal and professional enrichment despite contextual constraints. These three themes illustrate that repeat attendance at professional development programs coordinated by the same university center supports teacher professional learning and personal development and growth. The findings from this study were used to modify an existing post-program survey to capture the range of experiences of additional program participants.