Continuing Professional Development in Teacher Education has been a volatile and rapidly-changing field which has had to adapt in order to survive in a climate of continual flux with regard to shifts in emphasis and priority, and variations in funding mechanisms and methods. Our paper will consider both the recent past and likely future of these developments. Our findings are based on our own experience and on a survey of other Higher Education providers of CPD which were either successful or unsuccessful in securing continued central funding. We will assess the effects of "strangulated funding" on the professionalism and integrity of both teachers and teacher educators, and the many issues arising out of this. We will look at CPD developments in Britain in both a European and international context. Through our involvement in other international research projects we will identify both disparate and common threads.