A report is given of a comprehensive review of research on inservice education. The review process began with 6,000 abstracts and references. About 150 of the documents reported some quantitative findings. Fifty-nine studies met topic criteria and also had statistics which could be synthesized. These studies were sorted into four categories of objectives: cognitive, affective, performance, and consequence. Cognitive objectives dealt with the participant's store of information or concepts, affective objectives concerned changes in attitudes. Performance objectives included observable skills and behaviors of participants, and consequence objectives were those that concerned changes in pupils resulting from what participants gained in the program. The review was directed toward finding inservice program contexts, materials, and procedures that are most effective in facilitating cognitive, affective, performance, or consequence change in participants. Eleven general findings are reported on the inservice programs most successful in accomplishing their objectives. A description is given of three successful inservice programs that were well designed and that tended to treat teachers as professionals. The programs also illustrate three different research designs that are manageable in conducting inservice programs. (JD)