Qualified education is possible with teachers who have high competencies and who have adapted to the developing and changing level of knowledge. Considering that teaching is a dynamic profession, teachers should be provided with continuous training to adapt to this changing level of knowledge.

Semi-structured interview forms were applied to 29 teachers working in Tekkeköy and Çarşamba districts of Samsun province regarding the professional study period, which has an important place in teachers' professional development. In our study, in which phenomenology method, a qualitative research method, was applied, the names of the teachers participating in the study were coded upon their request.

It was observed that teachers generally found the professional study period useful, but they found these studies inefficient in terms of professional development. The reasons for inefficiency were that the trainings were repetitive, the trainings took too much time and these trainings were prepared without taking into account the needs of the teachers.

Teachers who were satisfied with the professional study period, on the other hand, found it right that the seminars were given before the start of the academic year and that they took the seminars in their own schools with their colleagues.