This paper shares findings from a formative evaluation that explores a professional development program, Intel[R] Teach to the Future Workshop on Interactive Thinking Tools. The Workshop trains K-12 teachers how to use online tools with their students, which are designed to foster higher-order thinking skills, and combine technology and disciplinary content, with project-based learning activities. We found that the range in project types that were developed demonstrated that teachers, like their students, are learners in the process of understanding the higher-order thinking skills and concepts targeted by the tools. This research has implications for in-service teachers, teacher educators, and student learning.