The political schooling emphasis on fixed fiscal input and improved student outcomes constitutes a significant challenge for practitioners who are held accountable for the quality of education provision. Professional learning and development (PLD) is a key policy lever for shifting practice in schools and driving philosophical change. In recent years, there have been moves to increase control of both PLD funding directions (the what) and the nature of the service provision (the who), with providers requiring accreditation. This article provides brief commentary on the history of PLD provision and a consideration of whether moves to regulate providers could be another form of 'cruel optimism', a good idea at the time yet in actuality, an obstacle to flourishing.