The purpose of this study was to explore how teacher educators of a private organization, involved in faith education develop themselves professionally to support teachers. This was a case study grounded in the social constructivist framework. Data were collected through semi-structured interviews, field notes, and observation. The collected data was analyzed by using constant comparative method. The findings indicated that the teacher educators of faith education developed themselves professionally through the following strategies; (a) through formal training programs, field experiences, public speaking skills, reflection, and readings of Various Subjects. (b) Pedagogical content knowledge for teacher educators’ professional development; professional development programs, discussions with the faith education teachers, cooperative learning, and understanding of psychology and philosophy. Discussion focuses on how these findings are related to teacher educators’ professional development in the context of faith education.