This article discusses the current challenges faced by the two authors--both participants on a professional doctorate (PD) programme in education at a leading UK university--in gaining legitimacy as higher education (HE) professionals. By: (1) reflecting upon their own professional experiences in HE and as PD students; (2) utilizing semi-structured interviews with academic and non-academic professionals from their home institutions (in Ireland and India); and (3) drawing on Celia Whitchurch's typologies of 'third-space' HE professionalism, they found that in Ireland the current reform of the HE policy and praxis environment offers some real and positive opportunities for PD participants through the emergence of more progressive models of HE professionalism. In contrast, the relative lack of reform and a highly regulated Indian HE environment, presents ongoing difficulties in terms of applying one's PD learning in the work environment. This suggests that in India, PD graduates might, in fact, be afforded greater career progression opportunities by transitioning to a more traditional academic role.