In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for CPS teachers and what is the relative contribution of the museums? How are teachers responding to Illinois recertification requirements? What are the best ways to reach CPS teachers with information about museum-based professional development opportunities? How important is it to attend explicitly to the Illinois and CPS curriculum standards in the design and delivery of professional development programs? Are teacher stipends necessary? Therefore, Phase-I consists of the design, implementation, and reporting of the research stage of this project. Following Phase I, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event. Designated “Phase-III”, the findings from both the Phase-I study and the Phase-II workshop will be assembled by Museums In the Park to complete the final project report to the Polk Bros. Foundation. This report contains only the findings from the Phase-I Museum Educators’ Workshop Study. This report, then, gives a more complete presentation of the findings from the study. Here, we attempt to summarize the views and ideas of teachers and principals. In this summery, however, we hope to provide a balance between reasonable generalizations and the variability we found among individual’s perspectives. Teachers may, in general, demonstrate fairly unanimous opinions on certain issues. However, the reader is asked to also attend to the range of responses as well. Professional development ought not to be designed for the “generic teacher” any more than clothing should be made only to fit the average-sized person! The fundamental question to keep in mind while reading this report is: “What are the teachers telling us?”