We know that when professional development is done well, it can inspire and inform teachers and contribute to improved student outcomes. We also know that teachers are busy and overwhelmed, and that the learning landscape has changed as a result of the COVID-19 pandemic. Teacher burnout is real; however, when tools are used more efficiently or in new ways, or when new tools/strategies are introduced, it can help rekindle the spark that brought teachers to the classroom in the first place. Professional development is key to making that happen, but even the best professional development doesn't work if it's not put into practice. I love leading professional development for teachers and have been doing so for 18 years. No matter the topic, the same story unfolds almost every time. Teachers, even those who are highly engaged in the session and excited about the content, frequently do not implement the tools and instructional strategies they learn about. I often have teachers who express that what they have always done is no longer working, yet they do not try the new things they learn about during professional development - even when the session has been tailored to their self-identified needs. It is my hope that the Google for Education Certified Innovator program will help me understand why an enthusiastic teacher leaves a professional development session fully intending to put their new knowledge into practice, but then doesn't make it to the implementation phase. How can we remove these implementation barriers, and thus allow teachers and students to reap the full benefits of high quality professional development?