In the ambitions to upgrade the teaching profession, much attention is given to Master’s courses for teachers. As such Master’s courses ask for considerable investment in time and money, the question can be raised to what extent the upgrading of teachers to the Master’s level will lead to improvement in teaching and learning at schools. This paper presents the outcomes of a small scale study in which 7 teachers who recently graduated at a Master’s program in the Netherlands were interviewed on the climate and conditions they experienced at the workplace in their schools to apply their newly acquired knowledge, skills and professional attitude in their daily work. This explorative study shows that teachers engaged in a Master’s program can meet considerable obstacles within the organizational culture of the school. There appears to be a considerable misalignment between the teachers engaged in the post-initial Master’s program and their supervisors. While the teachers see the purpose of the Master’s program both in private terms (personal development) and public terms (contributing to school development), they experience an organizational climate that leaves no room for a wider public purpose of their studies, where they use the competences and qualities they have developed outside the boundaries of their own classrooms