This paper focuses on evaluation questions for teacher centers, with the emphasis being that the question is as important as the answer. The questioning may be ordered in nine points: (1) For whom are the questions and answers useful? (2) What effects are desired? How should teachers change after the program? (3) How will this change be observed/described/measured? (4) What are the success/failure criteria for change? At what level/degree are effects expected? (5) What activities and processes are to be used in effecting change? (6) How will the implementation of selected processes be observed/described/selected? (7) What are the success/failure criteria for process/activity implementations? (8) What is the relationship between processes and change? Is there a relationship? (9) What do the answers to the preceeding questions mean? What has been learned that gives a direction for action? When these questions have been answered, and a plan formulated to reflect those answers, evaluation may profitably begin. (MJB)