This research study examined teacher interests related to the professional development categories of Working With Diverse Students, Technology for Teaching, and Student Learning in the Classroom. Four research questions, each studying the between-group differences in professional development preference, were considered and one significant finding was identified. There were 135 total respondents from 11 independent schools in the Mid-South. There were 16 mathematics, 14 science, 15 English, 10 social studies, eight religion, six fine arts, six foreign language, three physical education, four technology/engineering, one humanities, and 41 elementary teachers. There were five respondents who had taught for 0-3 years, 47 respondents who had taught for 3-10 years, and 83 respondents who had taught for 10 or more years. Fifty-six respondents were currently teaching in elementary school, 27 respondents were currently teaching in middle school, and 51 respondents were currently teaching in high school. Twenty-two respondents were not certified, seven respondents were alternatively certified, 93 respondents were certified, and 12 respondents had certification that had expired. Ultimately, it was determined that all participants were open and willing to engage in a variety of professional development topics regardless of their experience, content area, level of certification, or grade level taught. Participants were sent an electronic survey to complete asking for their level of interest in several different areas of professional development. These specific questions were then grouped in larger categories, and an average score for the larger category was used to compare between-group differences using a multivariate analysis of variance (MANOVA) for each research question. The only statistically significant between-group finding was noted in Research Question 3: Is there a significant difference in professional development interests between Mid-South independent school teachers who teach elementary, middle, and high school? Findings suggest that elementary school teachers are statistically significantly more likely to be interested in professional development related to Technology for Teaching as compared to high school teachers. The theoretical framework that all teachers desire choice and autonomy in their own professional development engagement was supported through the current research. Each professional development topic received positive scores and all participants indicated that they were interested in participating in professional development on a variety of topics. [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.]