Access to high-quality evidence has been cited as central to the enhancement of teacher professionalism. This is not a given and teacher access to high-quality evidence requires significant planning and effort. This paper considers the creation of quality-assured reviews to build sustainable quality-assured evidence sources that inform the training and professional development of new and experienced teachers. The case study makes use of the experience and evaluations of portals developed in England as part of the Teacher Training Resource Bank (TTRB). The TTRB was developed by a consortium of universities supported by a software company and funded by a government agency responsible for what it called "Teacher Training." This project began in 2006 and ended in 2010 due to a change of government. The project was then "archived" in a very restrictive manner. The paper explores the lessons learned from the project as a case study.