Every teacher can recall a range of experiences in professional development workshops. Some of these may have provided opportunities in which teachers felt engaged, empowered, and supported as learners, while others felt disconnected from practice. Although these authors recognize that workshops, particularly those with no follow-up support, are not the ideal learning experience for teachers, they also acknowledge that some form of workshop is still a common approach in professional development in the United States. Therefore, even within a context calling for more comprehensive professional development, the workshop merits careful examination in terms of the quality of learning it can provide. Designers, facilitators, and evaluators need tools to guide reflection on quality that will lead to the best possible learning experience for teachers. The authors developed and used the planning and evaluation framework described in this article as part of a statewide evaluation of professional development for K-12 teachers in a variety of disciplines. This article presents the six key criteria for high-quality learning within workshops: (1) coherence; (2) climate; (3) instructional strategies; (4) participant engagement; (5) logistical considerations for participant learning; and (6) assessment and feedback.