This study examined the relationship between elementary teachers' self-directed learning and activities in their classrooms. A 2-phase, mixed methods design first utilized a quantitative study to denote the type of data collected in the second, qualitative phase. The quantitative Phase 1 gathered data with the Learning Preference Assessment (formerly titled the Self-Directed Learning Readiness Scale) administered online to 100 teacher respondents. Statistical analysis generated descriptive statistics for this population of teachers and identified teachers high in self-directed learning readiness. For the teachers in this study (N = 100), the mean was 240.89, standard deviation of 20.19, and range was 91. This score indicated the teachers had developed an above average readiness for self-directed learning (cf. Guglielmino & Guglielmino, n.d.). In Phase 2, 9 teachers scoring high and above average were interviewed. Qualitative results revealed that teachers participate in self-directed learning activities that expressed their creative and professional selves. When the teachers in this study found that professional development did not meet the immediate needs of their classroom, they planned and sought additional knowledge on their own. It was found that teacher self-directed learning actually included characteristics that research has found to be essential for successfully implemented professional development that results in improved student achievement.