Introduction: Quality professional development (PD) is critical for health teachers to positively impact student learning. PD elements include administrator support, teacher involvement, content-specific focus, collaboration time, and program evaluation. Purpose: This study investigated (a) whether PD was supported, (b) which PD opportunities were available, accessible, and preferred, and (c) PD benefits and challenges. Methods: Twelve key informants from northern Illinois public schools (middle and high school health teachers, school administrators) participated in semi-structured interviews. Results: In-school PD was mandatory and administrators made decisions about content. Health teachers chose state conferences for outside PD that were health-specific and included applicable methods. All schools supported one to three outside PD per year and substitute teachers, but health teachers reported lack of PD access due to funding. Conclusions: Health teachers did not have a voice or choice of in-school PD, relied upon outside PD (state conferences) to remain updated in health content and applicable methods, and needed clarification about funding for outside PD. Implications for those who deliver PD for health teachers (e.g., professional organizations, universities) might be to address the challenges health teachers face accessing quality PD, involve teachers in planning, and promote alternative program delivery. (Contains 4 tables.)