The following document is a report of a problem-based learning project focused on administrator and faculty perceptions regarding the extent to which effective professional development specific to Catholic social teaching exists in the Catholic schools of the Diocese of Dallas. Understanding that research points to an increase in lay leadership in Catholic schools, the project team created a focused project, based on guiding questions, to research effective professional development experiences specific to Catholic social teaching in the Diocese of Dallas. Based on extensive research from a broad scope of practitioners in the field of education, the team synthesized key characteristics that constitute effective professional development in schools. The project team designed and conducted an administrator survey to identify administrator perceptions of their ability to provide effective professional development specific to Catholic social teaching for their faculty within their schools. The project team designed and conducted a faculty survey to identify faculty perceptions of the availability of effective professional development specific to Catholic social teaching within their schools. After conducting the surveys, the project team analyzed the extent to which administrator and faculty perceptions align. In addition, the project team conducted personal interviews with a sample of faculty and administrators who agreed to elaborate on their professional development experiences in their respective schools. Based on the survey and interview responses, the team identified key findings and noteworthy trends regarding administrator and faculty perceptions of professional development experiences specific to Catholic social teaching within their schools. The project team also identified best practices and resources that administrators and faculty perceive as effective professional development specific to Catholic social teaching in their schools. To conclude the project, the team analyzed the survey and interview data to generate recommendations for effective professional development opportunities for administrators and faculty, as well as to recommend opportunities for future research. The report format includes the following sections: significance of the project, project phases, foundational knowledge, survey and interview methodology, quantitative and qualitative data, overall data analysis, and recommendations. [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.]