This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom--from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of supporting teachers to enhance the overall quality of the workforce. The problematic issue of teacher professionalism is considered particularly in relation to the lack of a clearly articulated national strategy or statement of purpose. The major initiatives associated with Scotland's approach to teacher standards are addressed and the potential for further change explored in the light of the recent national review of teacher education. (Contains 1 table.)