The national landscape of education and professional development is changing. Instructional personnel of students with severe disabilities are frequently untrained, professionally isolated, and in need of current knowledge and best practice in programming for these students. This article describes the need for a shift from a reliance on the workshop model of professional development to a more sophisticated and comprehensive plan that offers instructional personnel alternative forms of professional development based on the desired outcomes of learning and the complexity of the needed instructional innovation. (Contains 2 tables.)