In this chapter, the authors argue that there are five different dimensions of continuing professional development (CPD) crucial to its effectiveness. It should be: (1) systematic; (2) collaborative; (3) innovative; (4) reflective; and (5) digital. For each dimension, they give several concrete examples to illustrate the kind of CPD that they are arguing it is necessary to promote. Flexibility over the tools and platforms used for CPD and the way in which CPD is organised and carried out allows for it to be tailored to the specific local, national, or international contexts in which it is happening, and thus to facilitate the kind of up-close professional understanding that it is fundamentally aiming to foster. The authors assert that when possible, teachers should be given the choice over the way they engage in CPD, and state that it should be a collective enterprise that is supported by schools and educational systems. When done in this way, the authors believe that teachers are more likely to have positive perceptions of CPD and that it will therefore have a greater chance of becoming an ongoing process rather than a periodic event. This, in turn, will increase the likelihood of CPD having a sustained impact on the teachers themselves, the learners they work with, and the organisations in which they work. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.]