This article provides an overview of major dimensions of the professional development of adult educators identified in European policy documents, relevant reports and research. The author reviews the relevant policy visions of the past two decades, aiming to determine the extent to which professional development of adult educators is visible in European policy documents, how it is conceptualised and under which terms it is discussed. The author argues that adult educators play an essential role in adult education and society in general, are an important factor for securing quality in the sector, and are considered to be a critical pillar of adult education. To perform this role well, they require specialised, targeted and systematic professional development programmes in a changing environment which affects both their learners' and their own position as educators. However, the analysis of the policy documents shows that despite a consensus about the importance of quality adult education, over the past two decades little attention has been given to the initial training and continuous professional development of adult educators in practical terms. Due to a lack of opportunities, their professional development seems weak and still faces many challenges.