The role of planned professional learning in being an accomplished languages and cultures teacher has never been so important. Professional learning that focuses on "becoming" an accomplished practitioner as part of an ongoing professional learning experience rather than a process of detailing deficiencies is to be applauded. Indeed, the literature supports the developmental aspect of structured professional learning linking the description of a body of knowledge (a standard) to actual classroom engagement (professional renewal and ongoing development). The "Professional Standards Project" (PSP) provided a financially supported and structured opportunity for languages and cultures teachers to engage in reflective professional renewal related directly to the AFMLTA's "Professional standards for accomplished teaching of languages and cultures" ("the AFMLTA Standards"). Facilitated through each State or Territory MLTA, initial funding was provided to support engagement by 72 teachers in Victoria, New South Wales (NSW) and Queensland; 54 teachers in South Australia (SA) and Western Australia (WA); and 27 teachers in Northern Territory (NT), Australian Capital Territory (ACT) and Tasmania. Ultimately, when Stream A was completed in Queensland, 109 language teachers had participated in the program. In Victoria, 81 teachers had participated in the program, 70 teachers in NSW, 50 teachers in SA, and 58 teachers in WA. In the ACT, 35 teachers had participated in the program plus 43 teachers in NT and 23 teachers in Tasmania. For many Queensland language teachers, the opportunity to engage in a substantial discussion about language teacher professional standards was too good to miss. This was evident in the large number of applications for Queensland's facilitation of Stream A and B of PSP. From the initial funding for 72 teachers (of which one third would subsequently go on to complete Stream B), 109 teachers were able to participate in Stream A. This article considers two key questions: (1) Why the large interest in PSP by language teachers in Queensland?; and (2) What reflections about Queensland's experiences of PSP can be made in terms of future facilitation?