Intercultural education is a familiar concept to many involved with education, as it underpins the school curriculum in an increasing number of countries in the world. Distinctly separate to intercultural education is intercultural language learning (IcLL), a specific set of principles currently at the fore of what is occurring with languages education in Australia, and impacting on language teaching method. Teacher educators, however, may not necessarily have a greater understanding of how the concepts underpinning IcLL translate into classroom practice than the language teachers themselves. Although literature from the USA, the UK, and Europe help to build the theory of IcLL, there are few examples of related classroom practice from those sources. In this article, the authors present their initial review of the literature on the role of language teacher educators. They then discuss the key challenges they find in their current roles as teacher educators grappling with their ever-changing professionalism. (Contains 1 table.)