The current educational climate, and the subsequent retention issues facing many schools throughout the United States, has drawn considerable attention on supporting young teachers to stay in the profession. However, the more resilient but resistant veteran teachers that have great influence on environment have garnered far less attention. While current research has examined teachers' self-perception and environment separately, little research has combined the areas to further understand their implications on veteran teachers' professional growth throughout their careers. The purpose of this phenomenological study was to explore veteran teachers' experiences surrounding professional development and the influence environment on professional growth. An integrated conceptual framework derived from the work of Knowles's (1978) Andragogy and Lewin's (2008) P-E fit informed the collection and analysis of data. Seven teachers with 19-30 years of experience engaged in semi-structured interviews where seven themes emerged: (1) Exhausted: Past perceptions of shifting reforms and initiatives that impede professional growth, (2) As time change, duties and expectations have blurred, (3) The downfall of inflexible planning and facilitation of professional learning, (4) Lack of time and choice in professional learning options, (5) Diminishing psychological safety: Administrative leadership, culture, and trust, (6) Increased pressure for PD implementation, and (7) District desire for continued innovation and evolution: A challenge to teacher efficacy. Findings indicated that veteran teachers may not be resistant to professional learning, however, the environment conditions and principles associated with adult learning lack implementation during professional development programming. Several recommendations are provided to both state and local educational leaders to foster environments that support adult learning and honor the vast experiences and self-perceptions of veteran teachers. [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.]