The purpose of this study is to understand the continuous professional development of teachers in higher education. Teachers professionally develop in practice through experiences in their daily work and by participation in educational innovation (Poell & Van der Krogt, 2010). This implicit way of learning often remains unnoticed and undocumented (Frencken & Van der Rijst, 2013). In this study, the daily continuous professional development of teachers is studied during educational innovation in higher education contexts. Qualitative data was collected using interviews and reflective journals to capture the learning paths of individual teachers. The participating teachers (n=10) were all involved in educational innovation. In order to get a deep understanding of the learning paths over a longer period of time, a long-term data collection was supplemented by reflective journals. Emergent categories were used for the development of typologies of learning paths. The participatory teachers experienced high degrees of ownership, high degrees of authenticity and preparedness for learning in these projects. They could exert an influence on the direction of the innovation and were self-confident toward their own competence. Some teachers experienced limited time and lack of support as limiting factors. In this paper we will describe qualitatively the learning paths of the participating teachers.