Despite long-standing calls for more intentional professional development as a way to ensure a higher quality workforce in student affairs, little progress has been made. Various committees and task forces have suggested frameworks for program development, the certification of program quality and attendance, the recording of individual participation, and recognition of individual achievement; but associations have failed to act because of a variety of concerns. To date, information on the views of affairs professionals on such issues is limited and has not been studied in a systematic way. This study sought to fill this void. (Contains 1 figure and 8 tables.)