The recommendations from a two-part, formative evaluation of Pennsylvania's Bureau of Adult Basic and Literacy Education professional development system are reported here. The first phase of the evaluation studied the relationships between the vision for professional development held by planners and facilitators and the ways in which participants actually experienced the range of activities offered. The second phase studied the impact of the system. The recommendations focus on the importance of building a shared vision for professional development, improving participation, responding to the professional development needs of a broad range of practitioners, balancing depth and breadth of offerings, improving the impact of professional development on individual practice and program structures, and building a process for ongoing evaluation.