Much has been written about the provision of INSET and teacher development in the ELT context. However, what is desirable and what is practicable depends on the characteristics of the individual institution. This case study looks at the efforts of a small teacher development unit working in a new and rapidly expanding university, where both training and development are seen as needs, and where management structures, curricula and policies are still evolving. Cultural factors are also taken into consideration, as are the attitudes, beliefs and needs of both local and native-speaker teachers. The context calls for a common-sense, flexible teacher development policy, while seeing teacher educators as having a dual role not only in providing for teachers, but also in informing management and administration of the necessity for ongoing training and the close monitoring of standards. [This paper is based on a presentation given by Steve Darn, Robert Ledbury and Ian White at the IATEFL Teacher Trainers' and Educators' SIGs / Baskent University conference, Ankara, May 2006.]