Research concerning the Child Development Associate (CDA) program at the Pennsylvania State University aims to define more carefully the characteristics of the adult learners enrolled in CDA training, delineate the characteristics and process of training, and broaden the scope of outcome variables studied. To address this third aim, a series of studies conducted over a period of 4 years has focused on the effects of training on a range of teacher characteristics: teacher beliefs, dogmatism, locus of control, self-concept, self-confidence, educational aspirations, professional involvement, child development knowledge, early childhood methods, CDA behaviors, and cognitive flexibility. Results of these six studies show that (1) CDA trainees gain specific knowledge of child development and early childhood methods; (2) trainee educational aspirations appear to be raised by participation; (3) trainees are more actively involved professionally and seek professional growth; (4) trainees demonstrate increased self-confidence, and (5) cognitively oriented, child-centered beliefs increase during the first year of participation and slightly decrease during the second year. It is suggested that slight differences in percentages between these results and those of national CDA surveys indicate that training may be enhanced by the actual assessment and credentialing process or by the subsequent recognition credentialed CDA's attain. (AS)