This brief reports on the results of an analysis that addressed two questions concerning a large set of QRIS studies conducted between 2006 and 2016: 1. How are two types of professional development activities, group training for early childhood staff (TR) and technical assistance (TA), measured in QRIS research? 2. What specific features of TR and TA are measured in this research? The remaining sections of this brief discuss: Methods: The scope of QRIS studies and coding scheme used in the analysis; Results: The percent and type of studies that measure specific features of QRIS TR and TA; Discussion and recommendations for state QRIS administrators, researchers, and other stakeholders engaged in building QRIS capacity. (author abstract)