This study explores teacher professional development (PD) in three urban schools from the perspective of both teachers and administrators. Research explores the following questions: What models of teacher professional development do participants find most effective?, How does professional development manifest itself into teacher practices?, and How can administrators get the most out of teachers to improve student learning? This study also highlights the differences in perception between administrator and teacher views of PD and how PD can be improved. Participants completed questionnaires with open-ended and Likert-scale responses. Data was then examined for trends at each school, as well as a cross-case analysis. Findings showed that teachers predominantly attended PD about “Techniques for Teaching” and that PD is most effective when it is responsive to teacher and school needs. Findings could help schools to implement a professional development plan that is effective for the context, supportive of the school’s mission, and creates an environment that encourages teacher growth.