This study was designed to evaluate a teacher-focused professional development program intended to provide educators with tools needed to combat mathematics learning loss created by the COVID-19 pandemic and the continued disruptions to learning that followed. This project-based dissertation-in-practice surveyed 23 secondary math teachers and interviewed five secondary math teachers in Southeast Texas. The data from the survey, the interviews, and the literature review aided the researcher to evaluate the professional development. Four research questions guided this study: Do secondary mathematics teachers feel better prepared to address pandemic related mathematics learning loss after professional development? Did the provision of instructional strategies within the professional development impact the confidence of secondary mathematics teachers for the upcoming school year? Did the provision of technology intervention within the professional development impact the confidence of secondary mathematics teachers for the upcoming school year? Did the provision of Social-Emotional Learning and growth mindset within the professional impact the confidence of secondary mathematics teachers for the upcoming school year? This study followed a phenomenological qualitative design. The researcher found that improvements needed to be made to the technology portion of the training. Other findings indicated that the two day training aided teachers in preparing to close the pandemic created learning loss gaps. [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.]