There is continuing uncertainty about the nature of teacher professional learning using social networking websites (SNWs) and how using these platforms influences teacher practice. Findings from the authors' small-scale, qualitative study in Australia into English teacher use of one global SNW for professional learning showed participant innovative and organic engagement with this social media for self-directed, personally relevant, practice-informing learning. Thematic data analysis revealed detail about teachers using the SNW's features and spaces for curating eclectic content gathered through personal and professional interactions. Engaging with varied colleagues, ideas and resources, participants developed individually specific ways of capturing transient learning opportunities for informing practice and reconceptualising understandings of professional learning and teacher roles. Emergent knowledge about teachers accessing, transforming and applying reconstructed knowledge to practice enabled generation of a model representing teacher knowledge transfer using one SNW. The study findings suggest cause for recognising the potential for using this SNW in effective teacher professional learning.