This paper discusses the structure and process of an A.R.C. workshop, an innovative approach to inservice training. Following a general introduction, including impacts on workshop participants, the paper details four basic components of a workshop: (1) the opening session, (2) examining readiness for professional development, (3) exploring awareness of factors influencing student learning, and (4) establishing commitment for professional development. An explanation of the workshop conclusion, which involves the administration and scoring of the A.R.C. instrument, follows. The end of the paper explores the theoretical foundations and value assumptions of an A.R.C. workshop as well as the facilitator training program. (Author/LD)