This monograph was a result of research carried out on the Better Schools Programme in Zimbabwe(BSPZ) cluster, a system of inter-school collaboration to develop professional infrastructures for teachers. The study evaluated the implementation of two BSP(Z) clusters in Masvingo urban district since the appointment of District Resource Teachers (DRTs) and Cluster Resource Teachers (CRTs) in 2000. Various researchers’ views on the critical dimensions and performance indicators for the evaluation of the implementation of clusters are discussed. Based on these, a survey checklist was used to establish the presence and absence of performance indicators and to identify obstacles to implementation. Whilst findings revealed that implementation levels of the BSPZ cluster were not high.Challenges and recommendations to effective implementation are highlighted.The general view from findigs was that with improved funding and effective management the BSP(Z) cluster can be a better model to develop teacher professional infrastructures particularly in developing countries.