This paper analyzes the evolving and often contested concept of professionalism within the UK Further Education (FE) sector following the structural changes introduced by the 1992 Further and Higher Education Act. address. It argues that, despite decades of policy reform, teacher recruitment and retention as a contextual challenge linked to the long-standing, unresolved issue of professionalism within the FE sector colleges and management continue to struggle with a “dysfunctional” sector identity.