This qualitative case study explored the perspectives of teachers towards their professional development (PD) in a school with a high population of low-income students. The study focus was driven by critical theory with a unique application of attribution theory as a part of the data analysis. This moved the data analysis beyond simply a description of teachers' experiences and resulted in a theory of motivation for teacher enactment of new learning. The study focused on teachers' overall perspectives towards PD, the extent to which it aligns to characteristics of effective PD, its models and approaches, its power to transform instruction, the adequacy of PD in meeting low-income students' needs, and the role of teachers in the planning of their own PD. Data was gathered via interviews and focus groups with seven full-time teachers. Data was then analyzed using a constant comparative method revealing four themes: inconsistency of the experience, choice is desired, enactment is dependent on multiple factors, and questionable success of PD in transforming instruction. Viewing these themes through a lens that focused on teacher motivation to enact change after attending a PD session revealed that teachers believe PD can impact their instructional practices, they prefer stable experiences, and they want control over their own PD, including both whether or not to attend and the content of the PD. Given the role that PD purports to play in transforming teacher practice and therefore improving the outcomes of low-income students in particular, it is vital that continued research be conducted to better understand teachers' motivation to enact new learning from their PD. [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.]