Teachers need to learn to meet the ever-changing needs of their students. We know teachers are constantly choosing to learn informally online (Tour, 2017). This means learning through seeking expertise from courses or communities, learning from doing their own research, and learning from their own experiences. Traditionally, teachers received more formal, face-to-face training from their school or school system. However, with ready access to the internet, why would teachers attend a school-system PL that is not well-suited to their content, schedule, or classroom needs when they can go online and find a targeted solution on their own? It seems straightforward that teachers go online to find the solutions they need. However, online resources are vast and unorganised, and many hide behind paywalls while free resources can fall well below the quality teachers want to provide for their students. It can be stressful when teachers know the answer they seek is online, but don’t know where to access it - or perhaps they can’t find the community or lack the confidence to ask. The ever-present danger of pulling the thread of a possible solution for hours only to find they have been on the wrong path the whole time can be devastating, as can learning a new program over days and weeks just to learn it won’t work on your students’ devices. Research shows that informal learning leaves teachers overall feeling satisfied and motivated when it is successful (Bonk & Lee, 2017; Song & Bonk, 2016). It also boosts metacognitive awareness and self-efficacy and empowers teachers to monitor, evaluate, and reflect on their learning, resources, and content (Beach et al., 2022). However, when informal learning doesn’t go well it can lead to lost hours, annoying results, and using resources that they are not happy about resulting in a frustrating experience.