Although teacher educators are often regarded as models of lifelong learning for the teachers, their professional development has been the object of meagre research and discussion in the literature. This study raises awareness on issues pertaining to teacher educators' professional development in the Greek-Cypriot context. Data from semi-structured individual interviews, conducted with a group of six educator--seconded to teach teachers--outline their notions of professional development, the formal and less formal routes they take towards this endeavour, perceived outcomes as well as problems they encounter. Findings indicate that teacher educators are involved not only in formal but also informal learning, both through and without interaction. Learning through interaction involves participation in seminars as well as informal conversations with colleagues, but not structured forms of peer learning. Learning without interaction resembles self-study and reflection, but not intentional experimentation with practices. These findings reflect the individualized character of educators' professional development, while systemic opportunities for peer learning remain scarce. The article discusses exploitation of professional development opportunities within teacher education institutions. In particular, the authors argue towards more systematic approaches for teacher educators' professional development in the individual and collective domains.