Over the last decade the system for training FE teachers in England has been the subject of almost continuous government reform. Central to the reforms has been the definition of national standards as the foundation for qualifications and training. This paper focuses upon how standards for FE teachers are translated as they move from the worlds of policymakers to those of practitioners. The term "translation" suggests that many actors are involved in interpreting and using standards as they cross organisational boundaries. Socio-cultural perspectives, from the Vygotskian tradition, are employed to analyse the roles standards have in mediating practice. Although the paper concentrates upon the impact of the introduction of standards on the initial training of FE teachers, the central thrust of analysing how standards are translated from policy into pedagogy has wider relevance because of the current predilection of governments for standards-led reform. (Contains 2 figures.)