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This paper introduces a framework of two key shifts—epistemological and authority—to conceptualise the challenges mathematics teachers face when moving from classroom teaching to professional development (PD) facilitation. I argue that while teaching and facilitation may appear similar, critical differences in how knowledge is constructed and how authority operates in these environments can disrupt facilitation and limit opportunities for teacher learning. The framework is illustrated through narratives of novice facilitators in a video-based, process-oriented collaborative PD program. These shifts help explain how facilitation expertise emerges—and why it can be difficult to develop—within the subject-specific context of mathematics.