This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of national programmes and research studies involving the authors that offer alternative approaches to professional learning. This discussion of literature, policy and research raises a number of implications for continuing professional development including: the need to balance individual reflection with collaborative learning and shared critical reflection; the possibilities for using technology to support professional learning; and the need for dissemination of research findings and debate to support teachers to choose effective approaches. (Contains 1 table and 3 notes.)