This study sought to determine the effectiveness of one district’s implementation of the distributed leadership model in distributing professional development. The researcher evaluated the effectiveness of the distributed leadership model through the perceptions of district leaders, school leaders, and teachers (collectively “district-members”) within the study-district. Specifically, the researcher surveyed and interviewed district-members about their beliefs regarding the effectiveness of the distributed leadership model for distributing professional development. Overall, the survey and interview data showed that district-members believed that the study-district’s distributed leadership model was “Moderately effective” to “Very effective,” but closer to “Very effective” in distributing professional development to its teachers. The data also showed that district members believed that the distributed leadership model had the following “Areas of Improvement”: (a) Commitment; (b) Communication; (c) the Decision-Making Process; (d) Facilitation of Meetings; and (e) Team Dynamics. These five “Areas of Improvement” indicate that the study district’s distributed leadership model is still inherently dependent on (a) the strength of its leaders and on (b) the commitment of its leaders. To improve the strength of its leaders, the research shows that ILT members and leaders should receive additional training in communication, decision-making, meeting facilitation, and team dynamics. To improve the commitment of its leaders the study-district should consider allocating additional time for ILT members to meet.