This article revisits the TESOL Technology Standards for Teachers (TTST) and discusses the potential for their continued relevance 13 years after they were first promulgated (TESOL, 2008). To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created them. I next review some key literature relating to the influence of the TESOL standards on teacher education and professional development. I then discuss a multi-year project, in which the TTST were first introduced into an existing CALL course and then integrated throughout the eight units of the course. I describe how the TTST as presented in the two TESOL publications--TESOL (2008) and Healey et al. (2011)--can provide a somewhat problematic set of expectations for the pre-service teacher candidates in that course. Input from participants led to a restructuring of the course and a reformulation of the Healey et al.'s (2011) "can do" statements to better serve those who have not yet begun their teaching career. I conclude with speculation about the value of the TTST in the present and near future, particularly in light of the recent expansion of online teaching brought about by the COVID-19 pandemic.