While professional development is most typically thought of as continuing education beyond the master’s degree, we have formulated a process for master’s degree students in speech-language pathology to identify and self-evaluate their own professional development. Current standards for preparing graduate students in speech-language pathology focus primarily on introducing students to an extensive array of academic and clinical topics (e.g., disorders, conditions, service delivery models, evidence-based practice). However, indirect support for self-directed professional development can be found in two CAA standards, Standard 3.1B (i.e., “breadth and depth of the scope of practice”) and Standard 4.2 (i.e., reasonable accommodations). The authors describe a series of self-reflection activities that are integrated within speech-language pathology course work for the purpose of fostering professional development at the preservice level. Student comments and outcomes to date are described.