There are many valuable sources of evaluation data, including -- but not limited to -- professional learning participants. In the authors' work on leadership development and organizational learning for Tulsa Public Schools in Oklahoma, they regularly ask educators to share feedback and perceptions of usefulness of their professional learning. The data they provide can inform continuous improvement efforts by illuminating where educators feel the learning opportunities are strong and where they need to be improved. They also provide a means of accountability, by giving decision-makers information to assess whether educators feel the time, effort, and resources invested in professional learning are meaningful and likely to lead to improvements in educator practice and student learning (Breslow & Brock, 2020). The authors have chosen to use six consistent indicators of satisfaction and perceptions of quality so that they can effectively analyze the strategies that work and compare across professional learning strategies and experiences.