As in many other nations, the Turkish education system has undergone many significant curricular and structural reforms in the last decade. This study was designed to learn from teachers about the quality of professional development programs that were designed to support national reforms. Ten years into a period of intensive national reform, teachers reported that professional development activities only moderately satisfied them. We speculate that "reform fatigue" may be partially responsible for relatively low teacher enthusiasm for mandatory, centrally designed training. Failure to adjust teacher development designs to meet established teacher preferences could undermine ambitious and expensive programs of national education reform.