Every year, teachers attend professional development sessions to support them in improving classroom instruction and student achievement. These professional development sessions can occur within the school district or at an outside location and be led by outside vendors such as textbook companies. In the past, the teacher perceptions of effective professional development have been studied. Although valuable information has been learned from these studies, they have not addressed teacher learning to use adopted curriculum materials following an initial training conducted by a textbook company. This descriptive, exploratory study addressed a gap in research on teacher perceptions of effectiveness to use adopted curriculum materials to plan, teach, and assess students following an initial training. A multivariate analysis of variance was used to study responses from a survey about teacher perceptions of learning following professional development from a textbook company. This study showed that half-day training was superior to full-day and 60-120-minute training for teacher learning. [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.]