This study was conducted to investigate and identify the current professional development interests of teachers working in Core French and French Immersion with the Calgary Board of Education. It was also intended to identify indicators that may be used to predict future professional development needs. A two-part questionnaire was developed. The first part deals with demographics and elements necessary for the creation of a composite teacher profile; the second part collects opinions on teaching and professional development in French education. The questionnaire was presented in two languages: an English version for the core French teachers and a French version for the immersion teachers. Respondents included 225 teachers in the core French portion of the study and 128 teachers in the immersion portion. The findings suggest trends and needs falling into three categories: (1) the importance of understanding change and the process by which it occurs; (2) the acceptance of reflection, one's own personal practical knowledge, as a valid means of improving teaching; and (3) an understanding of empowerment, which requires a kind of leadership that supports teachers as they take on greater personal professional responsibility. (LL)