Research on teacher professional development (PD) reveals teachers do not implement what they learn at professional development with consistency or fidelity. This quantitative predictive correlational study examined whether special education teaching experience, administrator support through time and planning, administrator support through resources, and administrator support through promotion of PD are predictors of special education teacher PD implementation, after attending traditional PD. The study's participants consisted of 62 special education teachers. A multiple linear regression analysis was conducted to determine if special education teaching experience, administrator support through time and planning, administrator support through resources, and administrator support through promotion of PD are predictors of the outcome variable, special education teacher PD implementation of a traditional PD. The study's results found that administrator support through offering resources was the only significant finding. Administrator support through resources significantly predicted traditional PD implementation by special education teachers (b = 0.291, p = 0.012). One unit increase in resources was associated with a 0.291 increase in traditional PD implementation. The study's findings also revealed that 100% of special education teachers surveyed confirmed they implement what they learn at a traditional PD to some extent. This finding is contrary to the bulk of literature on the traditional PD delivery model which asserts the traditional teacher PD model is ineffective. Recommendations for future research include conducting the study on a larger sample size and consider demographic data such as race, age, and gender. This can add to the scant body of literature related to special education teacher PD implementation. In addition, it is recommended that the study be conducted on the nontraditional PD delivery model and/or a mixed PD delivery model to help determine if the PD delivery model is not as significant to the definition of effective teacher PD as the literature to date reveals. [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.]