The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs.