A four-part discussion on cultural sensitivity and good listening skills in development professionals is presented. It is noted that there is much in their educational regimen which militates against developing these habits of mind. It is hypothesized that much of this problem resides in the hidden cultural meanings of professionalism in general and that many of these hidden meanings remain unchallenged by educational curricula in development studies. Much can be done at the curricular level to suggest a notion of professionalism that encourages a thoroughgoing respect for alternate cultural viewpoints and the particular perspectives/aspirations of development professional's host community. The four parts of the presentation deal with the following topics: (1) professionalism as a hazardous occupation (outlining some of the inherent paternalistic overtones associated with the concept of professionalism and ways that these are reinforced by higher education); (2) pedagogical considerations in development education (exploring some of the pedagogical dimensions involved in developing the skills of cultural sensitivity and listening within students); (3) cross-disciplinary experiments and Eastern College's (Pennsylvania) Master of Business Administration program in Economic Development (offering a brief account of how the school is trying to address these issues within a graduate program and problems that have been encountered so far); and (4) travel seminars and cultural understanding (focusing on a work/study seminar that was recently organized for Eastern College students in Nicaragua). (SM)