This article presents the themes that emerge from this Special Issue on language teacher associations (LTAs). I discuss various conceptualizations of LTAs, as well as the different theoretical frameworks which the contributors to the Special Issue use in their analyses. I then focus on some of the ways in which LTAs achieve their mission of providing continuing professional development (CPD) to language teachers. I discuss the importance of conferences for LTAs as a crucial space for CPD, as a valuable membership benefit, and as a space for initiating change. Throughout, I point out the implications of the various contributions to this Special Issue for LTAs themselves, for researchers, and for ELT practitioners who are members of LTAs.