Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standards- based reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in the context of standards based reform of curriculum. The examples drawn upon in the paper feature a range of teacher roles and provide the basis for exploration of the interaction between professional learning and professional decision-making. In the paper we advocate the pivotal role of teacher autonomy and point to how successful approaches to professional learning may offer opportunities to offset the negative impact of policy decisions that can disempower teachers and teacher educators. We argue for conceptual rather than linear models of professional learning characterised by the teacher's role as one of “alchemist”, enabling student learning experiences through creative and flexible decision-making.