Professional development training is an excellent method for teachers to acquire new skills within both familiar and unfamiliar content areas (Phipps et al., 2008; Saucier, McKim, & Tummons, 2012). Prior research (Saucier et al., 2012; Shultz et al., 2014) has identified that small gas engines is an area where professional development training is warranted. The Dreyfus Model of Skill Acquisition (Dreyfus & Dreyfus, 1986) provides the foundation for the skills developed during a teacher's career, and even over the course of the professional development workshop. The purpose of the present study was to evaluate perceived importance to teach, competence to perform, curriculum available to teach, and ability to teach selected skill areas related to two-stroke engine inspection and testing prior to and after attending a two-day intensive professional development workshop. Through the lens of the Dreyfus Model of Skill Acquisition, it was evident that the teachers participating in the workshop experienced a progression of skill level. Moreover, this was particularly apparent regarding their perceived abilities to teach two-stroke engine inspection and testing skills. We wish to acknowledge that the teachers who participated in this study are not necessarily at the Expert stage; it is conceivable, based upon our results, that growth in expertise related to two-stroke engine inspection and testing skills did indeed occur during the professional development workshop.