Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models. (Contains 1 figure and 3 tables.)