This essay captures elements of the accumulated experiences of different teachers' centers and presents possible alternatives for efforts to establish new centers. Characteristics of a "typical" teachers' center are presented, according to origin, setting, facilities, program, governance, participation, and staff. Common differences between teachers' center programs and conventional school district/university inservice programs are noted, as well as the differences between teachers' centers and curriculum resource/media centers. The value of centers to teachers are expressed in terms of warmth, concreteness, and connection, opportunity for time and thought, and ingredients for successful innovation. The implied challenge contained in the Teacher Center Law for collaboration between centers and local school administration is examined. Bureaucratic concerns (governance, incentives, needs assessment, scale, pace) and nonbureaucratic concerns (leadership, teacher contributions, equality of participant status, informal assessment) are discussed. (MJB)