When it comes to professional development, state and local education institutions frequently support the priorities of determining content area needs and organizing the delivery of the professional development, but less often comprehensively evaluate the training's overall effectiveness. Taking current research and practical application into consideration, the State of Florida undertook the task of planning and implementing widespread professional development in reading. To ensure that teachers from one area of the state received the same content as those in other areas and that the content was delivered in a manner that demonstrated best practice, the Office of Just Read, Florida! contracted with the Florida Partnership for Literacy at the University of South Florida, Tampa, to assess the delivery of professional development in Reading First K-3 Summer Academies for teachers. This paper summarizes the methodology used to assess that professional development, including feedback instruments; selection, training, and scheduling of observers; and the collection and analysis of observer and participant data. The findings reveal that in most of the training locations across the state, the content of the academies was delivered with reliability and fidelity, and that most trainers provided high quality professional development that demonstrated best practices. The training warranted further consideration in the areas of teamwork, pacing, space, and communication. (Contains 11 tables.)