This study examined how teachers perceived their professional development needs and how to best meet those needs in the context of systemic reform (the Kentucky Education Reform Act of 1990), noting plans for professional development created by teachers themselves. A stratified random sample of schools from five geographic locations in Kentucky participated. Data collection, which occurred between 1995-99, consisted of three rounds of telephone interviews and document analyses. Researchers examined school professional development plans and interviewed teachers and chairpersons of the school-based professional development committees. Results indicated that teachers contributed significantly to both the identification of professional development needs within their schools and the planning and design of professional development activities. However, they still operated under very strong policy forces that often constrained the choices available. Professional development differed in both foci and format across schools according to grade level and district size. As school levels increased, teachers were more likely to engage in innovative professional development. Small districts relied on conference attendance much more than did larger districts. Engagement in learning community activities decreased with decreasing district size. Results indicated a pattern of reliance on the traditional inservice model. (Contains 38 references.) (SM)