This article discusses factors to consider as we evaluate the professional learning occurring in our schools. The article describes how a committee of six teachers and one administrator at Hershey Middle School in Pennsylvania's Derry Township School District adapted an activity for use in a two-hour professional learning session called "The Solution Is in the Room." The committee started with backward design, knowing that they wanted to address many of the questions, projects, and challenges teachers were facing. They designed an initial survey to capture teachers' expectations about the learning experience (i.e. impact, what they planned to change in their classroom, what they learned), then followed up with interviews. The activity illustrated in this article is an example of a structured protocol that accesses teacher voices, engages in immediate problem-solving, and leverages teachers' experiences and expertise. Because teachers have daily contact with learners and are in the best position to directly influence student learning, timely, high-quality, and teacher-driven professional development is crucial to the success of any education reform effort.