This chapter outlines five features of the research on professional learning, highlighting the importance of collaboration with Indigenous communities and explicitly naming anti-racist practice and relationships in school. Although the literature often has an action-research design, this tends not to engage with teacher identity. Details on the content of professional learning activities were often absent, and only a little over half of the included research engaged with any theoretical framework. Engaging with theory is important because it enables a more robust account of impact, causal factors and the inclusion of different perspectives. Overall, the research on professional learning does not tend to engage with race, racism, intercultural relations or deficit theorising. However, professional learning activities that involve genuine collaboration with Indigenous communities can rebuild relationships and support better outcomes for Indigenous students.