The present study raises awareness on issues pertaining to teacher educators’ professional development in the Greek-Cypriot context. 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.