Since its introduction by Koehler and Mishra (2008), various strategies have been developed to help experienced teachers build their TPACK (Technological Pedagogical Content Knowledge). Even in its early stages—when it was still referred to as TPCK—researchers suggested specific methods for its development. These included collaborative learning-by-design models for in-service teachers (Koehler & Mishra, 2005) and university faculty (Koehler et al., 2004), as well as instructional systems design (Angeli & Valanides, 2005) and reflective practice (Niess, 2005) for pre-service teachers. Over time, a total of twelve distinct strategies have emerged to foster this specialized form of applied knowledge. This chapter outlines these twelve approaches and situates them within the broader context of teacher professional development (PD), highlighting recent trends in TPACK-focused teacher learning and future research directions.