A study investigated the relevance and usefulness of inservice teacher training courses once the teacher returned to the classroom. Subjects were 207 participants in a course for secondary school teachers of English as a Second Language in Hong Kong. The course has two emphases: language proficiency improvement and curriculum development. Subjects were surveyed at course's end on such aspects as overall course usefulness, relevance of individual course components, balance in time for different components, and balance in modes of learning. They were surveyed again 6 months later concerning overall course usefulness to daily work, extent to which course aims and objectives could help participants in their work, course aspects considered most useful, and changes in teaching resulting from participation. Analysis of the results indicates that (1) the course aspects perceived as useful are those with direct relevance to teachers' work after returning to school, (2) school-based work is an indispensable component to teacher education courses that aim at sustaining professional development after course completion, and (3) ideas most likely to be implemented in the classroom are those lending themselves most easily continuation and adaptation after the course, catering to students' needs, and helping teachers put theory into practice. (MSE)