This study aims to evaluate the empowerment of teacher working groups (KKG) in increasing the professionalism of primary school teachers in Gorontalo District. This study uses a context, input, process and product evaluation model. This research included evaluative research using the CIPP model. The study population was 50 pengurusa and members of the KKG in Gorontalo Regency, and all of them were used as research subjects. The research data was obtained through questionnaires and interviews. The results of the study showed that context evaluation, through group empowerment, was carried out by communicating and consulting activities related to the preparation of work programs and planning programs to improve teacher professional competence. Evaluation of input, showing understanding of the objectives of the KKG activities reaching 92% and activeness of members at each KKG activity reaching 95%, work programs that become priors are activities related to learning administration, Process Evaluation, Implementation of the KKG involves the active role and support of principals, supervisors the education office provides the opportunity for teachers to take part in the KKG and gives permission to use school facilities as a means. Product Evaluation, achievement of learning administration is expected to improve to support teacher professionalism and learning effectiveness. Products produced from KKG activities are 80% the products that are produced are used to increase professionalism and improve student learning outcomes.