Since 2003 over 39,000 higher level teaching assistants (HLTAs) have gained their status by proving that they meet a set of rigorous standards, which are closely aligned to those expected of newly qualified teachers. Taking as its starting point two research studies carried out in the East Midlands this paper seeks to demonstrate their relationship to national studies undertaken into the use and deployment of HLTAs and the impact this is having upon schools. Through consideration of the experience of one case study school and a questionnaire to HLTAs the paper seeks to identify some of the successes and problems that have been encountered along the way. The paper also considers the efforts being made both locally and nationally to address these issues. (Contains 2 notes.)