Teacher training and professional development have been among recurrent issues in public discourse in Greece. International evidence has been systematically utilized in policy making, yet mainly in the form of comparative argument rather than as an element of rational planning. To a large extent, this could be attributed to the limited domestic research infrastructure in comparative education and the marginal presence of the field in university curricula. On the other hand, international research evidence, mainly from international organizations, has been interpreted a la carte by policy makers to support pre-conceived policy decisions. To the detriment of this state of affairs, the acute financial crisis the country is going through has turned public concern, academic research and policy priorities to more urgent matters.