Over the past 15 years (1), interest in the Glycemic Index (GI) has increased among the scientific, clinical and public communities. Through numerical classification, the GI simply describes how different carbohydrate foods affect our bodies’ postprandial blood glucose levels (2). Despite strong evidence supporting the efficacy of the GI as a strategy to improve glycemic control in diabetes (3,4), disagreement among international associations (5e10) and practice-based health professionals regarding its clinical use persists. At the practice level, many dietitians admit to finding the GI difficult to teach with a lack of suitable teaching tools being a primary reason (11,12). Those dietitians who choose to use the GI often teach the concept verbally, while also providing written materials to facilitate the learning process. Many dietitians report using free-of-charge materials provided by health organizations and professional associations for their client education (13). However, these materialsdincluding those used for teaching the GIdmay be problematic, as their suitability for clients as effective education tools is often not assessed by a formal evaluation. Investigation into the barriers causing disagreement among health professionals’ opinions as to the use of the GI has been recommended (14). Looking at the quality of currently available written GI education tools is an important piece to this puzzle. If warranted, improvement of these materials may help to promote the acceptance and use of the GI among practice-based health professionals. Therefore, this commentary uses a formal evaluation tool to assess the suitability of 5 free-of-charge GI education handouts provided by national professional associations.