This chapter provides a summary of an evaluation of the Bachelor of Learning Management Degree (BLM) that was conducted by the Australian Council for Educational Research late in 2004 and early in 2005. The assessors approached the evaluation of the BLM program with a fair degree of scepticism. The teacher education field tends to be higher on rhetoric than substantiated evidence about what works and - from the initial reading of literature from Central Queensland University - it seemed the BLM developers had set a new benchmark for enthusiastic rhetoric, as the following commentary, supplied by the BLM developers tends to illustrate: The BLM 'knowledge acquisition' model is 'built into' the sequence, pacing and structure of the program so that on graduation teachers ('learning managers') can do the job for which they are paid in ways that have the potential to transform the profession. The BLM program produces skill-sets such as oral and written communication abilities; functional numeracy and competency in the use of information technology; problem-solving and analytical and creative skills; the ability to work as a constructive member in a team; and personal integrity and responsibility. And of course, graduates can 'teach' - apply pedagogical strategies that achieve learning outcomes - at the level of expertness required in the program. Graduates are 'workplace ready' and 'futures-oriented' educators who have a sense of social and educational change. 'Futures-oriented' is a mindset and a set of capabilities in graduate learning managers. The expectation is that each is enterprising, believing that he or she is contributing to a cause and making a real difference in learning outcomes in clients no matter the level or who they are. They have imagination about what is possible, founded in theories of the future and professional capabilities dedicated to pedagogical strategies and learning outcomes. This chapter provides a commentary that illustrates the chief findings of the full BLM evaluation.