Adult education instructors frequently attend both required and elective professional development events and seminars to gain and maintain proficiency. However, as prospective learners, do instructors know exactly what the training will be about? Are the takeaways, or training outcomes, clearly stated beforehand? The answer seems to be, sometimes. This reflection presents a persuasive argument suggesting that defining and communicating the training and performance objectives of teachers' professional development is just as important as defining learning outcomes for students and offers practical suggestions for the definition and application of the learning goals of teacher training.