Contemporary higher education institutions are marked by diverse, internationalized classrooms that bring together various linguistic and cultural backgrounds. However, realizing the full potential of this diversity poses challenges, as academics, key players in maximizing the benefits of international classrooms, often lack the necessary competence, resources, and tools. Despite universities offering continuing professional development (CPD) initiatives, these suffer from low enrollment and high drop-out rates. Past research highlights the oversight of academics' input in the design of CPD initiatives. In our study, conducted at a medium-sized university in Sweden, we surveyed the perceptions and CPD needs of academics. The findings emphasize the importance of immersive international experiences of staff over disciplinary affiliation, reveal a disconnect between perceived challenges for teaching in the international classroom and academics' interest in CPD, and underscore the importance of adopting an andragogical adult learning centered approach in the design and delivery of CPD.