Courses, instruction, arrangements, and student outcomes of the Monterrey Tech Staff Development Program were evaluated. The program was designed to assist faculty and administrators of the Monterrey Institute of Technology strengthen their qualifications through a master's degree program in education offered in Mexico City by regular members of the University of Alabama faculty. Each course and its instructor were assessed using the NCS Student Survey of Course/Instructor, which is appended. Additional questions regarding students' perceptions of their own efforts and the physical arrangements made for the course were added to the instrument. Student outcomes were examined in terms of achievement, written expression in English, and attitudes about their jobs. Pre- and post-testing of student achievement were undertaken using items submitted by the course instructors, while written expression in English was assessed using pre- and post-course writing samples. A semantic differential instrument, which is appended, was used to evaluate student job attitudes. Additionally, Alabama professors were asked to complete a short questionnaire, which is appended, concerning travel arrangements, housing, local transportation, and course arrangements. Results indicate that instructors and administrators participating in the master's degree program significantly improved in the areas of achievement, written expression in English, and attitude. The courses and instructors were rated good to very good by the students. The arrangements for travel and the courses seemed to be more than adequate. (SW)