Relational professionalism in education is a way of regarding teaching as a profession which privileges relationality, or engaged and connected relationships with the self, with others and one's teaching practice. In this article, I examine a bilingual teacher association who use their annual conference as a vehicle to support and strengthen their membership by adopting relationality as a core value of the association. I analyze how bilingual teachers in this association described the impact of relational professionalism on the association, the conference and on their teaching. Through their interviews, I found that these bilingual teachers described how relational professionalism allowed them to reflect on their bilingual teacher occupational identities, promoted a greater sense of confidence in their own pedagogic practice and agency. It also offered diverse opportunities for working together on self-defined goals, or relational agency.