One strategy Kenyan educational authorities adopted in their search for the most effective, efficient, and economical system of updating inservice teachers, without taking them away from their jobs, was the Teacher Advisory Centre (TAC) concept. A study evaluated the extent to which 13 of 43 TACs in Kenya have fulfilled their prescribed objectives. Findings, based on questionnaires, interviews, and self observation of teachers who used the centre, centre tutors, primary school inspectors, and selected community members, show that most teachers had not been to the centres and that most community members did not know the centres existed. TACs also seem to have failed to integrate matters of curriculum development. Recommendations identify needs to: (1) publicize the centres' existence; (2) improve the quality of TAC tutors; (3) analyze administrative and monetary problems; (4) develop clearer guidelines for centre material preparation; and (5) modify objectives and functions of TACs. Questionnaires and interview questions are appended. (JMK)