Abstract
As schools and the faculty are increasingly under scrutiny for student achievement outcomes, professional development is becoming a way for districts and schools to show a commitment to instructional improvement. They are required to establish practices and allocate funds for professional development. Teachers are required to grow professionally as well, in order to maintain teaching credentials. Understanding the characteristics that contribute to effective professional development experiences is essential for teachers, administrators, and district personnel to determine if they are spending their time and their money wisely. In this phenomenological inquiry I explored the lived experiences of nine teacher participants in the Invitational Summer Institute of the National Writing Project. The purpose of the research was to try and capture the essence of the experience through focus group interviews in order to reveal how participation in this unique professional development opportunity has influenced teachers' attitudes and classroom teaching practices.