Access to and engagement with high quality and relevant professional development is essential for educators to keep up with the latest evidence-based practices in teaching and learning. However, teacher dissatisfaction with professional development offerings is an all-too common occurrence in the field of education which often limits the transfer and application of professional development initiatives into the classroom. If we were better able to understand the experiences of educators with professional development, then we might be able to improve the ability of educators to incorporate evidenced-based practices into their classrooms. Therefore, using the theoretical framework of andragogy, this qualitative, single-case study aimed to answer the following overarching research question: What are the experiences of teaching faculty at an international school in Hong Kong with professional development? Findings revealed that some teachers were more engaged in professional learning activities than others; teachers did not play very active roles in the planning and evaluation of professional learning activities at their school; and teachers have experienced some types of professional development that they have enjoyed, but there are many more topics that they would like to see implemented. Implications for practice and future research are discussed. [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.]