This article addresses the professional dimension of the model for e-learning sustainability developed by Trentin (2007) and, in particular, the associated professional learning of teachers. It is set against a background context informed by the EU policy agenda for Improving Teacher Quality, which is considered specifically in relation to the processes of educational reform at the national level in Scotland at this time. In particular, it is argued that there is a need to reconceptualize Continuing Professional Development (CPD), which as a term is outmoded, based as it is on too limited assumptions about how teachers learn and also about the nature of professionalism. The article aims to draw out lessons for promoting e-learning sustainability by reflecting on this national context in relation to the outcomes of a recent national development elsewhere in Europe and on those of a recent European e-learning project. (Contains 3 footnotes.)