As coordinator of the ABE Teaching and Learning Advancement System (ATLAS) based in the Hamline University School of Education in St. Paul, the author does many workshops or conference sessions in Minnesota's nine professional development regions each year. Typical single-day events offer multiple 90-minute workshops. She often questions the long-term value of single-session workshops and finds herself asking how they can encourage teachers to "take action on learning" once they leave a workshop and how they can evaluate the effectiveness of their professional development efforts once participants have left their sessions, action plans in hand. Prompted by these questions, the author continually searches for ways to help workshop participants take action on learning and connect new information and ideas to practical classroom applications. In this paper, the author shares one promising practice and what she has learned from it about the teachers, their needs, and the effectiveness of their professional development efforts.