This study examined the shared experiences of elementary principals on the professional development provided to them from their district. The study population consisted of 16 elementary school principals in a district in a state in the mid-Atlantic region. A general qualitative methods approach that was informed by phenomenology was followed. Data was collected through semi-structured interviews and a focus group with the participants and was then organized into themes to answer the following research questions: (1) What approaches to development are being implemented to support elementary principals in a district in a state in the Mid-Atlantic region? (2) Which methods of development are perceived by principals to be the most effective? A major purpose of the study was to determine if the research on the development of principals aligns with the reality of how principals are being developed by the district in which they work. Three major themes and five subthemes were revealed by the research and concluded with the implications for practice and research. Five significant findings resulted from this work and shed light on the potential for school districts to adequately support the developmental needs of elementary school principals. [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.]