This report summarizes the findings of a study of the professional development or inservice training needs of experienced teachers in the District of Columbia Public Schools (DCPS). An introduction to the findings of the survey is devoted to a discussion of the teachers' perceptions of the important factors that influence their teaching in DCPS. Chief among these factors were what is viewed by the teachers as the difficult working conditions in the school system and the perceived high levels of teacher stress and burnout. Findings are reported on responses to interviews with 32 teachers and 16 administrators a survey questionnaire completed by 400 randomly selected DCPS teachers. Questions centered on: (1) What factors appear to influence teacher participation in staff development or inservice programs currently operated by the DCPS? (2) What staff development topics are of interest to experienced teachers in DCPS? (3) What methods of program delivery, including format, are preferred by teachers in DCPS? and (4) What rewards or incentives are perceived necessary to motivate teachers to participate in DCPS staff development programs? Specific recommendations are made for action or policy in developing inservice programs. A 27-page literature review comprises the appendix. (JD)