ELT teacher associations, a common phenomenon in most countries around the world, employ different strategies in order to support the professional development of their membership. These associations usually spell out member support policies and strategies in documents such as statutes and websites, and put them into action allowing teachers to avail themselves of the opportunities provided. The members also contribute by volunteering their time and energy to nurture the association. This article reports on a study carried out on the Nepal English Language Teachers' Association (NELTA). The findings established that the Association and the members operate in a reciprocal relationship, and that NELTA members learnt and grew with the Association, both enjoying the resources available and becoming resources themselves.