Drawing on relevant research findings, this paper considers the professional knowledge base and practice of Irish post-primary teachers. Important aspects of the Irish context are discussed, including the official neglect of educational research, the prevailing top-down approach to curriculum reform and low levels of investment in teacher development. An analysis of relevant international and national research evidence suggests that the professional practice of Irish post-primary teachers is characterised by didactic teaching, coaching for examinations and individualism and by apathy towards Education Studies, associated research and reflective practice. These findings are discussed from the perspectives of teacher education and development, teachers' beliefs and values, school culture and education leadership. (Contains 8 notes.)