The purpose of this research was to capture and analyze perceptions of Texas superintendents practicing in the 2008-2009 school year regarding their professional development at Texas Regional Education Service Centers (RESCs) in the area of leading student achievement. Superintendents statewide were surveyed and results analyzed using Analysis of Variance (ANOVA) with Tukey Post hoc tests to compare perceptions of effectiveness to the demographic characteristics of the superintendents. Likert-scale questions and three open-ended questions gathered perceptions and allowed narrative answers to perceived barriers to professional development and superintendents' proposed solutions to overcoming those barriers at Texas RESCs. The results of this research study indicated a high level of perceived effectiveness among superintendents regarding their RESC-based professional development in leading for student achievement. Scores in the lower ranges of effectiveness were consistent with the conclusion that expectations of superintendents for RESC-based professional development are evolving in areas related to leadership for student achievement. Statistically significant differences in agreement among superintendent responses from smaller schools versus larger schools and among those investing more or less money in superintendent professional development provide a research base for consideration by RESCs in developing future superintendent professional development. [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.]