This article offers a retrospective description and analysis of literacy lessons taught by approximately 150 learning support teachers who completed the Graduate Diploma in Learning Support in St. Patrick’s College, Drumcondra between 1990 and 2006. Although much of the core content of their lessons remained constant throughout the sixteen year period, it is possible to discern lines of development and differences of emphasis in their teaching methodologies and practice over that time frame. The changes in the provision of continuing professional development (CPD) for teachers since 2006, and the more recent cutbacks in the education budget, underline the importance of prioritising what teachers most need from CPD in order to best serve the needs of children with special educational needs. Two areas in terms of planning CPD for teachers are identified: firstly, the need to value and nurture the craft of teaching and secondly, the importance of effective whole-school approaches in addressing the special educational needs of children. The twin concepts of craftknowledge and whole-school endeavour working in tandem, can link the individual expertise of the teacher with the collective resource of the school.