Despite decades of formal work with teachers, little is known about what they gain from professional development at and with historic sites. This article presents the first data-set from a 3-year Institute for Museum and Library Services National Leadership Grant project designed to develop a broad-based assessment for understanding what teachers learn in historic site-based professional development. The centerpiece of this project is an assessment tool based in Q methodology. This round of study focuses on the pre-post Q sorts and interviews of 29 teachers in a history-focused institute regarding how they see their work at historic sites affecting their professional development. Contrary to advocates' assertions, results indicate that only a small number of participants specifically set out to seek historical disciplinary expertise and analysis, while greater emphasis was placed on working with content-area peers, developing pedagogical practices, and the power of place.