The 21st century's demands will require students to master academic content and acquire the skills, mindsets and dispositions necessary to compete in our rapidly evolving world. This study is a program evaluation of a four-year professional development program undertaken in the Belpre City School District in Ohio. The district’s intent was to redefine teaching and learning from a sole focus on the knowledge acquisition of state standards towards growing student competencies in critical thinking, creativity, collaboration and communication. The training was conducted for four years during the workday over eight days of each school year and was done in a cohort model involving all staff members. This mixed-methods study used capstone artifacts created by teachers as the culminating experience of their training, which were scored on a research-based rubric to measure the extent to which program objectives were fulfilled. Using Brinkerhoff’s Success Case Method (2003), teachers with capstone artifacts that scored high, and teachers with capstone artifacts that scored low were invited to participate in qualitative interviews to learn about their experiences. The study’s findings indicate that teachers with rubrics that scored high found the training more relevant to their practice. They cited differentiating professional training for regular education classroom teachers versus special education or elective classroom teachers, aligning training to ongoing district initiatives, examples from similar school contexts, real-world content in training and relatable presenters as key ingredients that made the training feel more relevant to their practice. Participants from across the spectrum indicated that structured time during the training was dedicated to their actual work and planning supported them in their learning. Another finding of the study was that ongoing, deep, and meaningfully structured collaboration between teachers was paramount to their success. The study concludes with recommendation of future program offerings and anecdotes and observations of the many teachers who implemented the training in their practice as well as their observation of how the student experience changed in their classrooms.