The evaluation of the Professional Standards Project (PSP) highlights its success both as a set of resources that provided the catalyst for professional conversations and learning and the National and State processes of facilitation of these conversations and learning, as well as the classroom-based investigations undertaken by teachers. For the Australian Federation of Modern Language Teachers Associations (AFMLTA) the PSP provided the necessary National and State processes for inviting teachers of languages to begin to experiment with using the professional teaching standards that had been developed by them, as the profession, for the profession. As such, it became a common activity for all State/Territory MLTAs that allowed for ongoing learning about the actual use of the professional standards. As one who has been and continues to be intimately involved in the development of the professional standards themselves and the PSP and allied projects including the Intercultural Language Teaching and Learning in Practice (ILTLP) Project and the project to develop a guide for the teaching and learning languages, the author engages in a moment of reflection. In so doing, she focuses on two aspects: (1) the professional standards; and (2) teachers, their lifeworlds, their interpretations of meaning, and effecting change.