This research explored elements affecting teacher professional learning and driving instructional change. The findings showed that there were several factors influencing teachers' instructional change: student population, relevance, collegiality, supportive administrators, and past experience as a student. However, professional choices, duties, and personal beliefs may create an obstacle for some teachers to be fully engaged in professional learning programs, even in the most supportive and conducive environment. The research concluded that teacher professional learning should be provided in multiple forms around various topics, of which teachers should be able to independently choose based on their assessment on what professionally and personally relevant to them.