Due to differences in cyber and brick-and-mortar learning, a lack of appropriate support is offered to students with acquired brain injuries while completing cyber education. The purpose of this study was to describe secondary cyber charter schoolteachers' experiences with professional development related to secondary students with acquired brain injuries, accommodations and modifications required to meet the needs of those students, and increase understanding about the professional development teachers desired to improve their ability to educate secondary students with acquired brain injuries successfully. The technology, individual, pedagogical, and enabling conditions framework guided this study by focusing on the common cyber learning barriers for all students. This qualitative study used a narrative approach to collect the experiences of seven general and special cyber charter schoolteachers from Grades 7-12. Each participant completed a semi-structured interview via Zoom. The interview was transcribed, and each participant checked their transcript for accuracy. The researcher utilized NVivo to support the themes found after a manual review of the transcripts. The themes related to students with acquired brain injuries identified were: (a) teachers reported no recent professional development directly related; students (b) have common differences, (c) need additional assistance inside the home, (d) benefit from changes to assignments and expectations, and (e) benefit from changes to attendance mode and school completion; and teachers request (f) increased general knowledge of brain injuries, (g) a toolbox of possible techniques or changes to use when these students join their course, and (h) help with gathering information from parents or guardians and medical professionals. Administrators and professional development teams can use the study findings to guide the development of teacher training. Teachers can use the participants' narratives to assist modifying instruction in their courses. [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.]