The purpose of this study was to examine the characteristics of continuing professional education, professional development, and other growth activities that most heavily influence the practice of school social workers. It was a qualitative study framed by heuristic inquiry using in depth interviews with twenty participants from two western states. A theoretical model emerged based on three components: the context of practice, contextual learning, and practice behaviors. All three components had the same three attributes: prior learning experiences, outside learning experiences, and the personal qualities of practitioners. Two important findings were that when the participants covered only one school and were funded by multiple sources, they were able to conduct more systemically-oriented interventions than would otherwise have been possible. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]