This dissertation examined perceptions of elementary district superintendents regarding professional development in the superintendency. The current challenges of the superintendency require superintendents to be more prepared than ever before and to serve as effective leaders of school districts. Specifically, this research identified what professional development activities provide effective support in the superintendency, and additionally identified the value of linking professional standards with professional development. This study also focused on the connection between reflective practice and professional development in the superintendency. The three research questions that guided this study were: In what structures of support and professional development do elementary school district superintendents participate? To what extent are professional development activities of elementary school district superintendents connected to the CPSEL? To what extent do professional development activities enhance the elementary school district superintendent's application of reflective practice in the superintendency? This study employed the explanatory sequential design mixed-methods approach. In phase 1 of this study, quantitative data were collected and analyzed from California elementary superintendents' responses to an electronic questionnaire regarding professional development in the superintendency. In phase 2 of this study, qualitative data were collected and analyzed from a random selection of the California elementary superintendent participants who were willing to participate in a follow-up telephone interview to further explain the quantitative results in this study. A semi-structured interview protocol for the qualitative data collection of superintendent participants was used in this study, followed by a qualitative data analysis in order to discover the emergent themes in the data. The quantitative and qualitative data in this study uncovered numerous common elements regarding professional development in the superintendency. The three overall themes that emerged in both the quantitative and the qualitative data analyses were: the frequency and need for professional development, the CPSEL alignment of professional development, and professional development support for reflective practice in the superintendency. The frequency and need for professional development had two subthemes: context of district diversity and fiscal alignment and board support. CPSEL guided professional development had one subtheme: pursuit of continuous learning. Reflective practice had one subtheme: collaboration. Implications for future practice were given as well as recommendations for future research. [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.]