In the present paper, the authors present the results of a qualitatively oriented research probe undertaken with faculty teacher trainers at one stage in their career development. The substantive content of the evaluation is interpreted from the point of view of university teachers – experts who are responsible for the level of theoretical and practical training. Based on the self-reflection of research participants at a descriptive stage and on the subsequent dialogue stage and a critical reflection, findings which present the benefits of the completed training courses for the development of professional competencies of faculty teacher trainers are introduced.