The aim of the study was lo analyse the Australian Professional Standards for Teachers (APST) policy processes. with focus on the Lead Standards and their enactment by teachers in selected settings. The aim was investigated using a 'policy trajectory' conceptual framework across three levels: national (Australia), State (South Australia) and local (teachers). Informed by interpretivism and critical theory, a multiple case study design was used to elicit teacher perspectives and then to link to changing power relations along the trajectory. Findings revealed increasing Federal government control but also mediation of APST policy enactment by State-level education bodies and school leadership.