Introduction: A contribution to far-reaching capacity building in health promotion is the expansion of core competencies and skills of persons in the life course. Health education aims to facilitate gaining new knowledge, adjusting attitudes, acquiring and practicing new skills that could change health behaviour. One central educational strategy is to establish further education and training programmes for practitioners in various settings such as schools, work places, and communities. After several years of implementation, an integrated framework for training evaluation was fertilised and adopted for the Austrian health promotion context. Based on theoretical assumptions, the model covered conditions before, during and after the training, including personal and organisational characteristics. The contribution’s purpose is to test the usefulness of the assumptions for the evaluation of health promotion trainings, and to examine the effectiveness in further education and development. Material and methods: After operationalisation (training expectations, ratings of quality dimensions, training satisfaction, outcomes) a pre- and post-training evaluation design by the use of web-based and paper-pencil data collection techniques was carried out. The evaluation framework was piloted from 2017-2018 in 26 workplace health promotion trainings across Austria. The analysis comprised of 250 attendees from different companies and branches. For hypothesis testing, structural equation models with latent variables were put into practice. Results: The results highlight the importance of the relation between post-training experiences and pre-training expectations. An importance-performance analysis pointed to critical elements and dimensions for training provision in high quality. Minimum-requirements and value-enhancing elements were identified in training delivery, which are both essential not only for training satisfaction, but also skills development and knowledge transfer. Conclusion: Results provide insights into relevant personal and contextual factors for the provision of formal learning activities in the health promotion field. The framework helped to empirically investigate the most important conditions for successful capacity building and potentials of quality assurance and development. It provides useful building blocks for developers, implementers and evaluators of further education and training programmes.