This paper will look at the role that Information and Communication Technologies can have in developing new forms of teachers' continuing professional development in different parts of the world. The paper will present two interlinked studies of a research programme (funded by the UK's Department for International Development) that links teachers in Egypt and South Africa. The central thesis of the paper is that it is critically important to prepare now for the potential of applying new forms of interactive technologies for teachers' professional development. The paper will draw on a research experience in Cairo, Egypt and the Eastern Cape, South Africa which has explored the way in which internet access and on-line communication can contribute to improvement in the teaching of literacy and numeracy at the primary level. Mini case studies of teachers in each of these locations will be used to draw out general preparations about the key elements essential to the establishment of successful programmes. This paper will conclude by exploring the ways in which this model of open learning could be incorporated into conventional 'face-to-face' and non-institutionally based forms of teacher education.