In Meetings 10–12, teachers reflect on the impact of the events they have experienced, and question of what it is to be professional in the context of today’s schools (Australian Institute for Teaching and School Leadership. Australian professional standards for principals and leadership profiles, 2014a; Australian Institute for Teaching and School Leadership. Australian professional standards for teachers, 2014b; Tschannen-Moran. Fostering teacher professionalism in schools. Educational Administration Quarterly, 45(2), 217–247, 2009). They share their experiences of being middle leaders and the expectations and challenges they have encountered in their teaching and leadership roles. They share their experiences of age discrimination (being too young), and ideas and work misappropriated by school leaders. Through their stories, readers gain further insights into the erosive nature of teaching as an occupation and a profession, school practices, and societal views and perceptions of teaching and teachers’ work which are negative and unsupportive (Bahr. Teachers: How should we know you? Independent Education, 46(3), 11–13, 2016; Bahr & Ferreira. Seven reasons why people no longer want to be teachers. Opinion, ABC News, 2018; Mockler. No wonder no one wants to be a teacher: World-class study looks at 65,000 news articles about Australian teachers. The Conversation, 2022; Tripp. Critical incidents in teaching developing professional judgement (Classic ed.). Routledge, 2012). The storytellers share their views of what it is to be professional, and to be a professional teacher in today’s schools.