This qualitative study explores the current practices of K-12 foreign language teachers (FLTs) in using the target language (TL) within an urban school district in the Midwest United States. Focusing on how FLTs engage in professional development (PD) to optimize their TL use in the classroom, the study investigates the strategies and knowledge FLTs employ to foster TL proficiency among students. Purposeful sampling was employed to recruit participants (n = 5) who represented full-time FLTs, taught between sixth and 12th grade, and had at least four years of teaching experience and valid state licenses. Semi-structured interviews with current FLTs provide detailed insights into their experiences, revealing the significant role of collaborative learning and the support of the peer FLTs in enhancing TL instruction and TL usage in the classroom. The findings highlight the importance of structured classroom environments, differentiated instruction, and the integration of cultural relevance to promote effective language learning. This study underscores the necessity of ongoing self-reflection and PD for FLTs to adapt their teaching practices to meet diverse student needs. This research contributes to foreign language education scholarship and informs practice and policy, emphasizing the critical role of PD in developing FLTs' professional competencies and enhancing student engagement with the TL. [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.]