Research has shown that teachers have the greatest impact on student learning more than any other factor (Haycock, 1998). Thus, highly qualified and effective teachers are the most important resource for schools and districts in order to educate all students. In a time of increased accountability and alternatively certified teachers, effective and relevant professional development for teachers is more important than ever. No Child Left Behind (Public Law 107-110) has increased the levels of accountability for all students and consequently, teachers and administrators. It has also set requirements for each campus to have highly qualified teachers in every classroom. If campuses are to meet these requirements and standards, a strong professional development program is necessary to provide teachers and administrators with the knowledge and resources necessary to educate all students. The National Staff Development Council has created twelve standards to assist teachers and administrators in creating a comprehensive professional development program. The standards include: Collaboration, Data-Driven, Design, Equity, Evaluation, Family Involvement, Leadership, Learning, Learning Communities, Quality Teaching, Research-Based, and Resources (NSDC, 2001). This research assesses the professional development program at a large suburban Texas high school. A survey of 143 teachers' perceptions on their campus professional development program was conducted. The data was analyzed to determine the perceived strengths, weaknesses, and possible constraints of the campus professional development program. Based on these outcomes, the researcher suggests ways to improve the existing program and make recommendations to the campus. The overall goal of this research is to create a greater awareness of the National Staff Development Council's standards for professional development and provide possible methods for improvement of campus professional development programs.