The future of professional learning is shaped by its present and past. As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three beliefs are visible in current practices related to online learning. Each contains a premise that merits identification and examination. The authors call these beliefs "myths" that may emerge from faulty assumptions about what learning is, how it occurs, or how to bring about its transfer to practice. This article examines three commonly held myths about technology-supported professional learning. Each has significant implications for how state or provincial agencies, school systems, or schools support professional learning and how individual educators experience it. In addition, these myths have implications for vendors and providers of technology-supported professional learning. Myth 1: Access equals learning. Myth 2: Knowledge improves practice. Myth 3: Individualized learning alone transforms schools.