Barriers to professional development can negatively impact educators' ability to participate. The purpose of this action research study was to investigate the role of an early childhood education (ECE) book club in ameliorating challenges to participation in professional development in a childcare center in Ontario, Canada. Data collected in Cycle 1 included interviews with 6 educators from a childcare center near Boston, Massachusetts. Cycle 2 action steps were designed, implemented, and evaluated to provide educators with support through the implementation of a virtual professional development book club. The study concluded that an educator's place of employment has a large impact on the barriers they face to engaging with professional development. For some educators, the removal of external barriers, like limited time and money, may not be able to help them overcome internal barriers, like lack of motivation. The study also found that relationships both within and outside of the book club may influence participant experiences. Implications for the organization included identification of barriers facing early educators to participating in professional development, a gained understanding of how to assess the effectiveness of the book club, and an assessment of the role that the book club played in developing teacher leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]