This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.