The contexts in which language teaching and learning occurs have changed significantly in the last decade. The challenges and opportunities inherent in these shifting contexts necessitate substantive changes in the typical practice of many world language educators. However, the "explain, train, and maintain" approaches commonly used in professional development do not adequately develop the creative skills educators need in order to successfully or responsively innovate within their local contexts. Furthermore, relationships among pedagogical interventions and teacher learning are not well understood. This qualitative study drew on design-based research perspectives and multiple theoretical lenses to explore how 21 world language educators working in K-12 and higher education experienced an eight-day professional development institute that was co-facilitated by the researcher. Data sources included institute artifacts; field notes from informal telephone conversations with participants; pre-, post-, and follow-up surveys; a post-institute evaluation report; and digital videotapes. Findings contribute theoretical insights about tensions in pedagogical strategies that support and constrain participants' learning. They highlight the influence of attention, personal relevance, prior knowledge, multimedia, and social interaction on the creative processes of learning.