This paper studies the paradox that more than half of teachers experience a mismatch between the in-service training they are provided and their experienced needs, while there is consensus that aligning content to local practices is important. We argue that this paradox remains due to a lack of methods to collect and aggregate needs expressed by many teachers. The paper addresses this by using directed acyclic graphs (DAG) to represent 17Danishteachers'requested content for in-service training in digital teaching practices.Thepaperinvestigates how the DAG was used and perceived by course designers when developing the course.Thestudyfindsthat the DAG provided appreciated insights when choosing content to include. Limitations include a perceived obligation to use all information in the DAG and a feeling of not having insights into teachers’ affective relation to the content included in the DAG.