This article is a critical reflection on a study of the views of Spanish teachers in South Australian schools about their professional development (PD) needs and experiences. Officials responsible for designing Spanish specific PD were interviewed. Sixteen teachers were randomly selected from private, public, country and metropolitan middle schools and were interviewed using a semi-structured questionnaire with an open-ended response format. Non-native and native Spanish speaking participants formed the cohort. The findings of the study revealed that within-system weaknesses and individual-identified locus of control, were barriers to Spanish teachers' PD and growth. Tensions existed between teachers and officials' expectations of PD which influenced participants' views of PD and achievable outcomes. The findings suggest participatory strategic negotiations are required if both parties are to improve the perceptions of the value of PD provisions and outcomes. (Contains 2 tables and 1 footnote.)