Objectives: Despite a long-standing declaration of educational need in the area of paediatrics in primary care, there is little in the way of strategy for delivering high-quality learning relevant to the specific needs of the primary care team. This article seeks to explore various models for delivering primary care centred paediatric education to inform discussion about how to meet this need. Methods: As well as considering various educational modalities, we share the lessons learned from setting up a novel educational model for practitioners working in a primary care setting. We consider the importance of education for those working where they may be operating from a position of uncertainty, which may lead to unnecessary referrals or unsafe practice. We explore the complexities of the interface which occurs between primary and secondary care in designing and delivering education. Results: There are various barriers to the setting up of a programme of education designed specifically for primary care, including time needed, funding and uncertainty of success. While the needs of the whole primary care team needs to be considered, there is a growing number of advanced clinical practitioners and physician associates who are likely to engage with paediatric-specific professional development opportunities, at least as much as the traditional medical workforce. Conclusion: The lack of adequate paediatric education for those working in primary care poses a risk which should not be ignored. In the absence of a coherent strategy in the United Kingdom to identify and meet the learning needs of practicing primary care clinicians, one possible solution is for health regions to develop bespoke initiatives based on an understanding of the local workforce, their learning needs and the local resources available. We explore the various modalities through which this can be achieved and share the lessons learned from the development of a multifaceted programme of paediatric learning for primary care clinicians.