The purpose of this mixed-methods study was to explore the impact and perceptions of professional learning and the new teacher training opportunities offered at Bay Area Christian High School (BACHS) on teacher and student outcomes. Using Guskey's (1986) theory of teacher change as a guiding framework with support from Fuller's (1969) theory of self, researchers examined how the professional learning opportunities and the new teacher training program impacted teacher effectiveness, teacher engagement, teacher retention, and student satisfaction. Findings suggested that the professional learning opportunities offered at BACHS fulfilled the tenets of Guskey's theory of teacher change particularly among new teachers at the school. Qualitative findings gathered through semi-structured interviews and open-ended response questionnaires indicated teachers and students were positively impacted by the professional learning that occurred at BACHS. Quantitative findings collected through teacher end-of-year surveys that embedded the Gallup Q12 employee engagement questions, and student end-of-course surveys based on the Measures of Effective Teaching (MET) survey suggested that teachers and students at the school had high levels of satisfaction with their teaching and learning experiences. Recommendations are also provided for BACHS as well as future researchers. [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.]