<p>Virtual conferencing technology has created novel spaces for diverse health and social care providers to share knowledge. One way to share knowledge is in virtual CPD spaces. In this study, we engage criticality and sociomateriality to illustrate the challenges of supporting, maintaining and further developing virtual CPD with strategic decisions, educational moves and/or investments. We do this through a qualitative study of Project ECHO, a CPD intervention conducted in the virtual space. Data collection included documents (n=185), interviews (n=21), and observations (n=51 hours and 15 minutes). By employing a situational analysis methodology, we illustrate four discursive positions that capture dynamics of power and/or effects of technology in these novel spaces, and, in our analysis, we draw a connection between these four positions and three likely future directions. Each potential future direction carries associated decisions and resource allocations with them. We contend that taking a status quo approach to virtual CPD is to disregard the impacts of the virtual space as a novel space. Instead, we argue that rethinking CPD for the virtual space is timely, and that multiple actors and elements are necessarily intertwined in this ‘rethinking’. We also show that because ‘rethinking’ rests on a non-dominant discursive position, it requires a particularly resolute commitment to making it a strategic priority and to allocate resources to support it. Engaging in the virtual space with this awareness is relevant to educators, administrators and researchers who deliver, support, resource and/or research continuing professional development in this time of virtual conferencing technology.</p>