Train-the-trainer programs are an effective method for improving educators' content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated in a climate change train-the-trainer program. Using expectancy-value theory and the Professional Development Motivation Model, this study explored the components of the program to identify what contributed to the outcomes of the train-the-trainer model. The positive components included in person meetings, a paid coordinator to support the educators following the training, and evidence-based pedagogical strategies for teaching about climate change. Negative features included interpersonal and intrapersonal conflicts related to learning new pedagogical strategies. A small number also felt the curriculum was not applicable to their communities. Organizations should consider these factors as they design new programs to best serve their participants.