Many consider one-to-one laptop computing empowering and exciting but this type of educational equipping also raises questions about how teachers can develop and learn professionally to meet challenging and changing classroom conditions, "in situ." In this paper we draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. Using multiple profiles generated from the Concerns-Based Adoption Model (CBAM) we exemplify how we identified and supported teachers' diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme that supplemented generic departmental and school-wide workshops and seminars. We end with a discussion of the practical implications for teachers in moving towards student-centred learning and the limited utility of one-size-fits-all technical training. We also mention the limitations of focusing on individual competence in digital tool use in teacher professional learning contexts. (Contains 2 tables, 5 figures and 2 footnotes.)