This article critically examines the KS3 Framework of Objectives for FL, placing it in the context of the National Strategy for FL at KS3 (DfES, 2003b), and other policies, and relating it to a theoretical and research perspective on FL acquisition. The idea that FL teachers should be entitled to continuing professional development based on principles rather than to the specific promotion of one view of teaching and learning FL is explored. FL professional development is advocated which relates to critical reflection on theory and practice. (Contains 2 tables, 1 figure, and 4 notes.)