Professional learning continues to be one of the most widely used methods for raising student achievement and teacher development, yet school districts continue to use antiquated models that often dismiss the core features needed to be effective (Desimone, 2009). These core features include being content focused, active learning opportunities, coherence, on-going, and collaborative ((Desimone & Stuckey, 2014; Garet et al., 2001). The purpose of this qualitative study is to analyze the types of learning activities utilized in teacher developed personalized professional development plans and perceived challenges that may exist as a result. Specifically, the current study will seek to learn how teachers design their own professional development experiences while using active learning strategies, identify supports teachers seek out, and challenges posed when developing plans. This study will include approximately 10 elementary teachers within the K-4 grade band. The elementary school is located in a small rural district in central Pennsylvania. A survey developed by the researcher will be used to select volunteers for the study based on information collected using the Likert-scale and forced-choice questions. Interviews will be conducted to clarify and further explore survey responses and teachers will be asked to provide the researcher with a personalized professional development plan. All surveys, interviews, and documents will be reviewed and organized based on the research and sub-research questions. Themes that emerge during the data analysis will create the foundation for this study's findings. [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.]