There is a need to understand sessional staff experiences of professional development in universities, and as academic developers play a key part in university teaching and learning, they are well placed to provide this insight. The aim of this phenomenological study was to explore academic developers' perceptions of support and development for sessional staff in universities. A national multi-institutional qualitative study was conducted with seven academic developers in five Australian universities. Findings highlight sessional staff development is not prioritised in universities, but there may be opportunities to enhance support for sessional staff at the department level.