Outreach is often seen as only having an impact on the school students taking part rather than also having an impact on the accompanying teachers participating in university led outreach activities. A group of secondary school science teachers who have been long-term engagers in chemistry outreach at a single Higher Education Institution have been interviewed and their feedback has been grouped into several categories of impact; Pedagogical Content Knowledge, updating subject knowledge, access to the university, funding for projects, access to Learned Societies, networking opportunities and changing or otherwise affecting teaching practice. Many of these are aspects of continued professional development (CPD) that teachers are picking up subconsciously during the engagement.