Drawing on international case studies, the book illustrates the experiences and views of academics on the value that informal methods of learning and teaching professional development have offered for their development as higher education teachers. Informal methods are increasingly gaining traction alongside formal opportunities. These informal learning and teaching opportunities allow for authentic engagement from staff who may well feel more comfortable sharing their shortcomings and challenges of learning and teaching in a non-judgmental informal environment. The book makes visible the importance of creating new spaces for unplanned/informal learning and teaching opportunities, not arguing to replace formal provision but to enhance it. This book offers eleven first-hand accounts from academics from across the world, which capture the nature of a range of informal professional development opportunities and the value such opportunities offer.