This research study set out to gain an insight into primary school teachers’ understanding of themselves as professionals. The knowledge to be generated in this research is subjective as it involved teachers expressing their opinions and beliefs in the context of their own experience as teachers. This places the research study in the qualitative field as it is grounded in people’s own experiences and perceptions. The data were gathered in semi-structured interviews conducted with primary school teachers; this reflects a constructivist view of knowledge as coming from experience and interaction with others. My position as the researcher conducting this study can be considered as an insider researcher as my own experience as a primary school principal provides me with a tacit understanding of the situations and context described by the interviewees; this situational knowledge is regarded as an advantage in conducting the interviews for this research. The study includes a detailed history of the education system in Ireland which provides a context for the development of primary teaching as a profession. The literature review outlines the key elements of professionalism and considers these in relation to primary teaching. The key question being asked was ‘What is primary school teachers’ understanding of themselves as professionals?’ and this is explored in the interviews under various headings. The data generated are analysed using themes; these provide a structure for identifying the key points being made. The study concludes with a summary of how primary school teachers view themselves as professionals, what their understanding of ‘being a professional’ is, and what issues are of concern to them.