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The purpose of this paper is to examine two InterMath pilot workshops and how they were able to meet the goals of learner-centered professional development. The paper focuses on the experiences of the learners, offers insights from each case as well as across cases, and provides suggestions to improve the experience for later learners. The data reported in this paper came only from the workshops and interviews with the teachers and the instructors. Several findings emerged that spanned across both cases. Support and interaction became very intertwined in the cross-case analysis. Another support/interaction issue that appeared was the overwhelming number of procedural questions that were asked by the participants. Finally, while the researchers provided every opportunity for collaborative learning, few teachers chose to engage in it. There were two main barriers across the two cases: technology and goals. The major finding in the cross-case analysis was a disturbing trend among the teachers who implemented the InterMath problems in their classroom to structure the students’ learning experience exactly as their workshop experience had been structured. Post survey results indicated that the teachers were not yet comfortable with the implementation. In conclusion, suggestions for improvement for this kind of workshop experience are offered. (Contains 18 references.) (AEF)