Coach development programs (CDPs) are important, but significantly under-researched and poorly understood, elements in the preparation of sport coaches. This paper draws on the author's experience of carrying out five program evaluations of CDPs in the United Kingdom. Each program evaluation was based on an evaluation model that focused on relevance, fidelity, and intermediate outcomes; logic models incorporating each program's intentions were devised and informed the evaluation. Evidence was gathered from interviews with participant coaches, coach developers, mentors, and other stakeholders, supplemented by questionnaires to coaches. Issues discussed include the relevance and impact of particular delivery modes, the incorporation of coaches' practice, the enhancement of future capacity versus current performance, the emphasis on personal development and interpersonal skills, the degree of embeddedness in coaches' practice, and the degree of alignment between program elements and personnel. The lessons learned have implications for similar mid-career adult education, both formal and non-formal, in Canada and more widely.