Teachers are required to maintain their teaching certificates by participating in professional development activities offered by their school districts. The experiences from professional development opportunities provide teachers with opportunities to grow their practice with meaningful educational experiences for students. The educational experiences for students are guided by the designated curriculum established by school districts. This study explored how elementary mathematics teachers in a public-school setting interpreted the content they received from professional development sessions when writing lesson plans. Specifically, the study focused on how teachers' sensemaking of information from professional development on place-based education pedagogy affected the adaptation of existing math lessons to be taught to students. This study inquired about teachers' sensemaking on adapting existing mathematics lessons using qualitative tools (focus-group discussions and interviews), lesson plans, and classroom observations. Study participants engaged in a process of thinking about incorporating place-based education strategies into mathematics lessons during a professional development series. The researcher gathered evidence from participants as they reflected on their sensemaking on adapting math lessons before, during, and after professional development sessions. The findings from the present study indicate that when teachers make sense of adapting existing mathematics lessons, it could have the potential to generate new ideas for stimulating interest in enhancing existing mathematics lessons. The participants of this study indicated that time is needed to support the likelihood of enhancing lessons through the adaption of new information. With adequate time, teachers could find the appropriate placement for new information without sacrificing exposure to the intended experience with the designated curriculum. In conjunction with the designated curriculum, the participants in the present study felt that new information would need to be grade-level and content appropriate. Another finding indicated that when adapting existing mathematics lessons using new information from professional development, the most effective support is when participants can communicate with individuals who have experience with designing experiences for students in place-based education environments. [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.]