The professional development activities in which trainers and vocational teachers are engaging to acquire new expertise in e-learning were examined through a survey that was completed by 446 individuals. Nearly 80% of the respondents were from within the European Union (EU). The rest came from other European countries, North American, Australia, or New Zealand. Key findings were as follows: (1) 60% had undertaken informal self-development through a range of media; (2) informal learning tended to be highest among respondents from nontraining public sector organizations and consultants; (3) 30.5% had formal classroom-based training, 18.6% had undertaken formal World Wide Web-based training programs, and 16.4% had undertaken some form of hybrid (Web and classroom) or blended formal training; (4) 16.6% had not undertaken any professional development in relation to e-learning in the previous 12-24 months; (5) the most common reasons for not undertaking any professional development were lack of time and lack of funds; (7) trainers and vocational teachers were undertaking less information and computer technology skills development and moving into improving their expertise in pedagogical and management issues in relation to e-learning; (8) most respondents rated their current trainer training programs poor or fair; and (9) most respondents funded most of the cost of their professional development themselves. (Contains 7 figures) (MN)