Unprecedented numbers of teachers have been involved in professional development activities in recent years. Evidence has shown, however, that much professional development, including systemic initiatives, has been unsuccessful in its aims to effect teacher change. As a consequence, a compelling argument has gained momentum that teachers'' professional development should occur within the school in which they work, where they have the opportunity to co-construct knowledge about teaching and learning within an authentic context. Despite the thrust for teachers'' professional learning to occur within their own school context, tertiary study towards educational qualifications is regarded as a legitimate form of teacher professional development. However, little is know about the effects on experienced teachers'' professional learning, or their professional identity and sense of professionalism of completing a further tertiary qualification. This book sets out to fill that gap.