Professional learning (PL) programs are widely used to disseminate research-based instructional principles to educators with the goal of improving classroom teaching and student outcomes. However, little empirical evidence exists regarding if and how teachers engage with and use the information they acquire once the formal training is completed. This project addresses that gap by examining teachers' experiences and decision-making processes as they interpret, adapt, implement, or disregard PL content after training concludes. The results will help improve how research-informed ideas are shared in professional learning contexts and how innovative practice can be supported in real-world school settings. This study is designed to reframe existing models of knowledge mobilization (KM) within education by centering the role of the teacher as an active agent in translating knowledge into practice. Using a narrative inquiry approach to explore how teachers make sense of and act on what they learn during PL, this study will begin with in-depth, field-based research involving a cohort of K-12 teachers who have completed the same PL program and are currently teaching in a shared regional context. Through interviews, classroom observations, and reflective activities, researchers will examine how teachers describe their understanding of the PL content, the decisions they make about whether and how to apply it, and the contextual factors that shape those decisions. The findings wil