The primary purpose of this mixed methods study was to explore relationships between Tennessee Competency Attainment Rubric (CAR) professional development and teachers' perceptions of changes in instruction, expectations for student performance, and understanding of proficiency. The study is the result of a collaborative effort with the Tennessee Department of Education (TDoE), Career & Technical Education (CTE) Division. Participants included Tennessee CTE teachers employed in K-12 public schools during the 2011-2012 academic year. Findings established the existence of relationships between professional development and instruction. Nine research questions were employed. Quantitative data were analyzed with appropriate tests using Statistical Package for the Social Sciences (SPSS) 19.0. Qualitative data were analyzed by deductive coding. This research study explored teachers' expectations for student performance ratings as a result of CAR professional development, changes in instruction as influenced by active learning, instructional changes as a result of CAR implementation, and the influence of quantity and characteristics of professional development. This study revealed active learning opportunities in professional learning experiences led to changes in instruction. In addition, teachers' expectations for student performance increased as a result of CAR professional development. Eventually, analysis of longitudinal data may further inform the impact of rubric implementation on instruction and student outcomes. [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.]