Globalization of higher education is developing at a relentless pace as colleges, universities, and student enrollments burgeon throughout countries in Africa, Asia, Eastern Europe, Latin America, and the Middle East. As a result, educational developers in Australia, Canada, Europe, and the United States, all of which have well-established higher education contexts and educational development programs, are increasingly called on to share and exchange expertise and experience with colleagues in emerging contexts. As faculty members and faculty developers with more than fifty years of collective experience in higher education in the United States and internationally, the authors believe that educational development is a key strategic lever for ensuring institutional quality and supporting institutional change around the globe. They also believe that professional preparation and continued development of practitioners in the field merits attention so that developers can better support faculty and institutions in their efforts to grow and change. In this article, the authors look at several aspects of educational developers' career pathways in a context where educational development has been in place for a number of years. To do so, they draw on findings from an in-depth study of educational development professionals in North America. Specifically, they surveyed developers from the United States and Canada who were members of the oldest and largest professional association for educational development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education. Formed in 1974, POD's membership currently includes educational developers from some forty countries, with the largest membership in the United States and Canada. From the outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. The authors closely examine the demographics and key dimensions of the career paths of educational developers in the United States and Canada, including their range of titles, positions, and length of time on the job. The authors also identify the organizations and literatures that influence and shape their work, programs, and practices.