Within discourses of language endangerment, life stages such as child language acquisition, adolescent language shift, and the death of community elders figure prominently, but what of the role of other, intermediate life stages during adulthood and professional life in the course of language obsolescence or revitalization? Drawing from long-term ethnographic research in the Andes, this article examines narratives and classroom interaction of Indigenous Andeans in an "intercultural bilingual education" master's program, to argue that professional formation enters into a dynamic with these individuals' personal language policies, marking their adult lives with stronger identification with Indigenous language and culture. This work suggests that these instances of language planning from the bottom-up in a global/local space of professional development are one way these Indigenous educators push back against Indigenous language endangerment. (Contains 2 figures and 6 footnotes.)