The purpose of this study was to explore the perspectives of teachers regarding their continued professional growth. This research explored teacher professional learning through lesson study as it embraces growth for both teachers and students through collaborative conversations. This study aimed to examine the effects of lesson study professional learning on educators in the Midwest, transfer to practice as it results in student learning, and the extent to which it can exist in an eLearning environment. Research methodology was qualitative in nature as lesson study participants took part in a distributed learning environment of both face-to-face interactions and eLearning conversations. Participants were interviewed to investigate the extent to which desired transfer to practice resulted in student growth. [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.]