This research investigates aspirations for a master's-level teaching profession in England, providing key stakeholder perceptions in one densely populated region within a multiple case study. Although this intended move to a master's-level profession represented a major shift in teachers' professional development in England, only limited consideration has been given to this area and teachers' perceptions in particular are generally overlooked and neglected in the academic literature. This article contributes to addressing this gap in the academic literature by highlighting teachers' perceptions regarding aspirations for a master's-level profession alongside perceptions within higher education and a comparative example with Finland. Located within the secondary school phase and higher education, this article presents findings from newly qualified teachers (NQTs), NQT "associates"/recently qualified teachers and Deans of Education. The findings highlight that key stakeholders were overwhelmingly in favour of a master's-level profession and considered this to have many benefits for children, individual teachers, schools, the profession and for education overall, although all key stakeholders were concerned about NQTs as the main target cohort for the Master's in Teaching and Learning (the vehicle through which a master's-level profession was to be achieved), due to the additional workload alongside statutory induction requirements.