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Those who lead the preparation and assessment of novice college mathematics instructors for teaching (Providers) do their work in many ways (e.g., course coordination, seminars,workshops). Using data from a large national survey, this study examined reporting among 95 Providers about the structures of their departments, their goals for the professional development work they do, and their relative valuation among goals. Respondents completed a sorting and ranking activity about professional development goals and answered an open-ended question describing their sorting decisions. Qualitative coding identified six main themes for the respondents’ 285 descriptions. Quantitative analysis used the rankings of goals within respondents’ sorting categories to examine how Providers describe and value professional development goals related to professional community, classroom and department culture, and instructor response to students within their classrooms.