Responding to increased cultural and linguistic diversity of students and teachers, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work of EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014), especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study, teachers' perceptions about their roles as teachers of EAL/D students working in public schools in NSW are explored. Data was collected through both focus group and individual interviews across four sites and the lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students.