Negotiated assessment (Gosling, 2000; Boud, Cohen & Sampson, 1999) may contribute to teachers’ professional development. However, little is known about the impact of negotiated assessment processes on teacher learning. In the current negotiated assessment procedure, teachers negotiated about learning goals, learning activities, and evidence of learning with a personal coach. Research questions: 1) What learning activities do teachers undertake and what learning outcomes do teachers have while being engaged in a negotiated assessment procedure?, and 2) What is the usefulness of the different elements of a negotiated assessment procedure for the learning process of teachers? The present study is situated in the context of nursing education. Nineteen teachers had three conversations with their individual coach and three a peer meetings during two years. The used instruments are a) Short questionnaire at the start of the procedure; b) Learner reports; and c) Two semi-structured interviews with each teacher. The teachers mentioned eight different kind of learning activities, such as “Practicing intended teaching interventions” and “Gaining theoretical knowledge”. Most teachers describe the coach conversation as the most useful element of the procedure, but some teachers felt insecure about the negotiations during the coach conversations. This outcome will be discussed during the presentation.