The purpose of this study was to examine teachers' perceived changes in cultural, human, and social capital as a result of professional development. Research in the area of effective professional development is substantial. Similarly, the body of research on cultural, human, and social networks is extensive. This research is significant in that it aims to marry the body of research surrounding professional development and the bodies of research in cultural, human, and social capital. A case study approach was used to conduct an in-depth look at teachers' practices through teacher interviews and classroom observations. All teachers in the study participated in a high school level college-access program aimed at increasing the college-going rate of under-served youth. Further, each participant had at least three years' experience in the program. The research suggests that there may be a teacher typology even within a voluntary college preparatory program. This typology is not limited to the suggested categories of this study. Nor does this typology suggest that teachers are stagnant categories of this study. Nor does this typology suggest that teachers are stagnant within their assigned typology. Rather, the research suggests that there is a continuum of teacher ability with regards to implementation of practices and ideas around cultural, human, and social capital. Outcomes suggest that school administrators should examine their practices in monitoring and supporting the implementation of professional development. Further, school administrators should consider matching school reform initiative with teacher type. Recommendations for future research include expanding the research both within the college-preparatory program and with teachers not involved in a college-preparatory program. Future research may also want to analyze how professional development influences the development of other forms of capital.