Every student receiving special education services in a school must have an Individualized Education Program describing all supports and services needed to support the student. An IEP is the avenue for students with disabilities to have access to education. Ensuring that special education teachers are competent in writing and implementing sufficient IEPs is crucial. The literature has shown that the quality of written IEPs for students with disabilities is low. This study explored the effect of Special Education professional development on 30 Special Education teachers' ability to align Present Levels of Educational Performance to Measurable Annual Goals, write Measurable Annual Goals, and collect data to progress monitor Measurable Annual Goals. [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.]