Little has been written about academic developers (ADs) working in teams leading other ADs. This paper chronicles the experience of a group of ADs in one Australian university working on a curriculum realignment exercise. Unexpectedly the dominant theme in participants' reflections was group dynamics, not the process. We were confronted by unstated assumptions about ADs working collaboratively and shocked to realise that ADs, like academics, resist change. Our interpretation of that "resistance" was a salutary reminder of the extent to which academic development work reflects broader social, political, and institutional contexts and discourses. Parallels between this context and ADs working with academics are drawn.