This quantitative ex post facto study examined the impact of professional development on self-efficacy and rates of burnout of current school administrators. Overall findings showed a significant correlation between participation in ongoing professional development and increased self-efficacy across all levels of experience. When analyzing the specific type of professional development that had the greatest impact of self-efficacy between groups, it is noted that novice and intermediate principals reported higher efficacy and lower burnout rates when they participated in coaching and mentoring professional development opportunities that allowed for collaboration with peers and specific training related to leadership practices. Whereas, veteran principals reported greater impact on self-efficacy when participating in more content specific training as well as university coursework. The one area that had the most significant impact across all groups, is participation in Professional Learning Networks. This study revealed a significant correlation between ongoing professional development for principals and an increased sense of self-efficacy, as well as decreased levels of burnout. The study also revealed a difference in the type of professional development principals at different stages of their careers seek out. This study confirmed that, regardless of the years of experience, ongoing professional development has a significant impact on a principal’s ability to stay in the profession, therefore increasing their ability to impact student achievement. Knowing that there was a significant correlation between ongoing professional development and a higher sense of self-efficacy could assist school districts and policymakers in developing criteria for professional development programs for all administrators.