Bentahar, AdilCopeland, Kathleen D.Stevens, Scott G.Vukelich, Carol J.2022-06-062022-06-062021-09-26Bentahar, Adil, Kathleen D. Copeland, Scott G. Stevens, and Carol J. Vukelich. “Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative.” International Education Studies 14, no. 10 (September 26, 2021): 77. https://doi.org/10.5539/ies.v14n10p77.1913-9039https://udspace.udel.edu/handle/19716/30958This article was originally published in International Education Studies. The version of record is available at: https://doi.org/10.5539/ies.v14n10p77Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.en-USeducational changeKhbratSaudi Arabiateacher professional developmentimpact evaluationArticle