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Teaching professional development (TPD) in collegiate mathematics has expanded over the last few decades. Providers of TPD, people who organize and facilitate professional learning about teaching, are at the center of this growth. Yet, little is known about who Providers are and what they do. To better understand the national landscape of Providers of TPD within university mathematics departments, this report shares data from a national survey where respondents were Providers. The focus here is on findings from survey questions asking about characteristics of Providers and the “providees” with whom they work, along with formats, topics, and activities used in TPD. Results suggest that Providers value active, learner-centered instructional methods promoted by research and policy. However, in the TPD itself, formats, topics, and activities commonly used by Providers may preach but not regularly practice activity-based methods.