The purpose of this qualitative descriptive study was to explore how elementary Reading Recovery teachers, who are currently serving in the position of Reading Recovery teachers or who have served previously in the position, describe their perceptions of and response to professional development for implementing reading instructional practices in a public school district in Illinois and Tennessee. Constructivist theory and adult learning theory worked together to create the theoretical foundation of the study. The research questions were: how do teachers describe their perceptions of and response to general reading professional development for implementing reading instructional practices and how do teachers describe their perceptions of and response to Reading Recovery professional development for implementing reading instructional practices. Data from the semi-structured individual interviews and a focus group, were analyzed using an inductive thematic analysis approach. The themes that emerged from the data were: teachers described general reading professional development as repetitive and lacking clarity that limited growth and learning, teachers described general reading professional development as limiting opportunities for self-directed learning, practice, and support, teachers described Reading Recovery professional development for implementing reading instructional practices as catering to their intrinsic motivation to reach all students through coaching and feedback, and teachers described Reading Recovery professional development for implementing reading instructional practices, as intentional, supported, and sustained PD that promoted growth and 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.]