Research has shown that almost no notable improvements in education occur without professional development (Guskey, 2000); however, nearly half of all American teachers surveyed in 2009 reported that they were dissatisfied with the professional development offerings made available to them (Wei, et al., 2009). In this study, a personalized approach to professional development is implemented among middle level educators, in order to measure its impact on teachers' attitudes towards participation in professional learning and on their growth as practitioners, as measured by the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002). This study contains a qualitative analysis of eight educators' experiences with personalized professional development. The educators' responses were analyzed using both an inductive constant comparative method to identify dominant themes, as well as a deductive process of alignment with the domains of the IMTPG to measure participants' growth in practice. Findings reveal teachers had a shift in their attitudes about participating in professional development as a result of personalized PD, connecting their positive experiences to the time and structure of the PD platform, as well as to the essential principles of adult learning (Knowles, 1980, 1984). Additionally, participants demonstrated growth as practitioners, as their responses aligned with movement between the domains of the IMTPG. The results of this study serve to illustrate that personalized PD has a positive impact on teachers' attitudes towards professional learning and on teachers' change and growth in professional practice. The teacher also identifies the critical role of the practice of self-reflection in professional development and offers recommendations for future research.