The purpose of this qualitative descriptive study was to explore how teachers describe their experiences with attending school required PD sessions and how those sessions influenced their approach to teaching. The study's theoretical foundation was Malcolm Knowles' adult learning theory's four principles: (1) involved adult learners, (2) adult learners' experience, (3) relevance and impact to learners, and (4) problem-centered. Two research questions guided this study: (1) How do teachers describe their experiences with attending school required professional development sessions? (2) How do teachers describe the relevance and impact of school required professional development sessions on their approach to teaching? Purposive and snowball sampling designs were used to recruit 19 participants from two public school districts in the Southwestern United States, to participate in one-on-one interviews and focus groups. Braun and Clarke's six phases of thematic analysis were used to process and analyze the data, generating five themes: (1) Some teachers experience frustration when attending school required PD sessions, (2) Some teachers had a positive learning experience that impacted their approach to teaching by attending PD sessions, (3) Teachers find school required PD sessions irrelevant to their approach to teaching, (4) Teachers like to have input on PD that is relevant to their approach to teaching, and (5) Teachers prefer to have choices for PD. Most participants in the study found school required PD to be a waste of time. The results show that teachers want to be involved in their PD choices by selecting their PD to attend or meeting with Principals to discuss their PD needs. [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.]