The purpose of this study was to explore teachers' reactions to and perceptions of an online professional learning (PL) experience within a microcredentialing program. Using a qualitative multiple case study design with cross case analysis, this study explored the experiences of five kindergarten through fourth grade (K-4) literacy teachers in a suburban public school district in Northeast Ohio, where the researcher works. This study informed the problem of practice associated with improving teachers' online literacy PL experiences. Guided by Guskey's Critical Levels of Evaluation, data included participants' PL experience artifacts including pre- and post-PL narratives, video recorded lessons/instructional coach notes, and semi-structured interviews. Deductive coding was initially utilized, aligned with Guskey's levels. This was followed by multiple rounds of inductive coding to identify and apply emergent codes to develop individual cases. Then cross case analysis was used to identify categories, overall themes, and assertions associated with Guskey's levels. These assertions will inform future programming for teacher PL in this district under study and may inform similar efforts in other districts. [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.]