This article assesses the basis of trust in academic development as it relates to the current standing of academic development as a profession against established, distinguishing criteria of professions. These are: (1) possession of an inwardly-defined, esoteric, and specialized body of knowledge and skills; (2) collective autonomy over the structure of professional training and education, cultivation of professional identity, and fundamental conditions of work; (3) evidence of a values-informed call to service and a shared code of ethics. The article identifies opportunities for academic development to deepen its status as a profession to enhance trust in academic development and invites further discussion.