“In every sphere of his/her work the Chartered Teacher should be reviewing practice, searching for improvement, turning to reading and research for fresh insight and relating these to classroom and school.” (Standard for Chartered Teacher) This paper will provide an analysis of evidence from the reflections of teachers in Scotland who have achieved Chartered Teacher status through the academic route leading to a Masters degree. It will show how these teachers have transformed their practice through a process of reflection, enquiry, critical evaluation and collaborative practice. Teachers report that this process has revitalised their passion for teaching and for learning, with some referring to a growing empathy between themselves as learners and the pupils in their classes. They display growing confidence in their own ability, exhibiting a greater capacity to challenge their own and others’ practices and to base their teaching strategies firmly on wide reading and research. Through attention to individual learning styles, many Chartered Teachers have contributed enormously to improved behaviour and enhanced attainment in classrooms which have a more positive ethos than previously. As one Chartered Teacher observed, “I am more reflective and have rediscovered the joy of teaching”. This paper will explore how this has occurred.