Instrument choice is a crucial part of evaluation of professional development programmes. The use of multiple evaluation methods helps in triangulation, and offers insight into the developmental sequence involved in the changes in teacher beliefs and practice. Most current instruments are self-contained and not designed for use in conjunction with other instruments. Linking such instruments poses challenges for evaluators. We performed an extensive literature survey to identify instruments best aligned with each other. We describe here our evaluation needs, examine the subset of instruments selected based upon these needs, and discuss our choice of instruments guided by specific principles. (Contains 3 tables.)