This paper describes a series of collaborative research seminars designed to allow classroom teachers to observe and assess critical aspects of Logo learning in their own classrooms. Based on structured interviews with participating teachers, the workshops are designed to support classroom teachers in observing their own students, collecting data about their work, and assessing their learning of Logo. Printouts of student Logo programs and a critical aspects checklist provide data for group discussion. The case study approach is used to help teachers in presenting data and research questions about a student's work. It is noted that an important outcome of the research seminars involves documenting the professional development of participating teachers. Personal experiences of one participant are included, as are samples of students' Logo work, a student data template, and the critical aspects checklist. (21 references) (DB)