In this paper, the results of an investigation into the training needs and expectations of participants of professional development training for specialist teachers and assessors of learners with literacy difficulties and dyslexia are discussed and analysed. The methodology includes both qualitative and quantitative data which were collected over a period of 2 years from participants (N = 75) at the beginning of their courses of study. Current literature is reviewed, and an in-depth analysis of the findings illuminates the rationale and content of the available training. The author discusses these findings and demonstrates the importance of the training. The conclusions offer research-based reflections that are important to all those involved in the design and funding of this and future professional development. (Contains 3 figures and 1 footnote.)