The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and content for teacher professional learning. However, without a hard look at the actors in the system and the incentives facing those actors, these fads will prove the educational equivalent of pouring new wine into old bottles. Instead, policy makers must invest in fixing the system writ large in order to have a discernible impact on teaching and learning. This article presents several recommendations on how state and district policy makers can restructure the professional development system.