A review of the nature of educational reforms over the years provides evidence that education reform is a recurrent issue, and that the aims and focus of reforms also tend to be cyclical. Two characteristics of reform--programmatic and systemic--are identified, and it is pointed out that the major focus of previous reform cycles has been on programmatic changes rather than systemic. The contention expressed in this paper is that in order to achieve a genuine and sustained systemic educational reform, teaching needs to have a true professional status. It is emphasized that educational reform must be left in the hands of the experts in the classroom, but if their recommendations are to be carried out, those involved in teaching must be recognized as true professionals and accorded respect as such. A discussion is presented on the nature of a profession and in what sense teaching is not at present a true profession. Some ways in which teaching can be transformed into a true profession are considered; e.g., the establishment of a National Certification Board with the power to control all aspects of teaching and responsible for establishing entry and exit requirements, course content, and standards to be met by teachers nationwide. What professionalization will imply for the future of teaching is discussed. References for futher reading are appended. (JD)