How will the Second Level Support Service (SLSS), established to support curriculum reform and the professional development of teachers, sustain its own professional development and identity in a climate of change and uncertainty? How will the SLSS maintain its vision of continuous professional development in the midst of educational reform? This article reports on a research project undertaken jointly by the SLSS and the Department of Education and Professional Studies, University of Limerick, designed to support the professional development of the SLSS, as it addressed, in a reflexive way, the questions posed above. The article outlines: the context, including the public policy context, in which the research was undertaken; the research design which incorporates narrative enquiry and collegial conversation; and some of the main themes which emerge from the three focus groups, whose conversations provided the research data. Chief among these themes is the degree to which the vision and practice of the SLSS supports or challenges the view of teachers and teaching which underlies the reform of education. The article offers some concluding remarks which relate the project to critical theory and organisational development. (Contains 1 note.)