Identifying and discussing the quality requirements and specific professional competences for teacher educators as well as their professional concerns and challenges constitute the core issue of this chapter. Are teacher educators well prepared to teach prospective ESOL teachers (ETs) in today’s challenging and ever-changing education? However policymakers and stakeholders may be aware of the importance of such an issue, there seems to be a need for greater recognition of teacher educators all around Europe (European Commission, 2013). This chapter first places emphasis on the professional profile required by TESOL teacher educators (TTEs) according to present European guidelines, particularly on their new professional roles, responsibilities, and challenges. The question arises as to whether defining better academic requirements in terms of knowledge, skills, and attitudes would necessarily lead to a form of standardization of teacher educators’ training or status. Three examples of master’s degree programs guaranteeing the acquisition of high-level skills including research methodology will illustrate that there is no need to standardize training. Still, a rich educational framework may not be sufficient. Finally, we will reflect on the importance of attitudes and human values, with a special emphasis on the power of encouragement, if we are to really improve language education in the 21st century.