As part of an on-going project designed to impact teacher quality at the pre-service, induction, and professional development levels, this paper summarizes the parametric results of a series of four different workshops conducted in the summer of 2007. In an effort to glean a better understanding of their knowledge, attitudinal, perceptual, and behavioral changes as a result of workshop attendance, pre-test and post-test measures were administered to all participants immediately before and upon completion of each entire workshop. Findings are summarized in light of literature pertaining to professional development in general, and the workshop format of teachers' professional development, specifically. (Contains 1 note.)