Social work education has witnessed many changes over the years, be it through the emergence of new theoretical frameworks, innovative practice ideas, or as a result of our times impacted by economic, theoretical, social, political, or ideological shifts. As members of the editorial board of the Canadian Social Work Review, we believe social work education is currently in a time of flex where we feel the weight of outside forces, be it from government, professional regulators, or university administrators. We, therefore, created a special forum and called for submissions, asking social work educators to respond. Five social work educators from across the country have offered their reflections on this question, each representing a specific lens to social work education. The issues are as diverse as the authors’ themselves, with representation from a faculty union perspective, an Aboriginal faculty lens, a faculty member who has been involved with the professional association of social work and the registrar’s college, a director of a school of social work, and a Francophone faculty member from a school within the province of Québec. We offer their reflections as thought-provoking content that we believe will elicit a moment of pause – a time to think about the history of social work education, the current state of social work as a profession, future directions for the profession, and the teaching of its newest members. The Forum consists of five reflections, Catrina Brown from Dalhousie University, Past-President of Dalhousie Faculty Association; Jackie Stokes, member of the board with BC College of Social Workers; Shelly Johnson an Aboriginal faculty member at the University of British Columbia; Nico Trocmé, Director McGill School of Social Work; and Ysabel Provencher, Francophone faculty member from Université Laval. Catrina Brown writes from a faculty union perspective on constrains of neo-liberalism in social work education. She specifically outlines how universities are operating like big businesses, where scarce resources are spent on brick and mortar and increased administrative postings, while faculty members are pressured to do more and more with fewer and fewer resources. Specifically, she calls for faculty to know their collective agreement rights, to file grievances in an effort to uphold those rights, to lobby for tenure track positions, and to push faculty associations to conduct forensic analyses of university budgets. Brown provides an illuminating example of how the neo–liberal agenda has impacted (and continues to impact) Dalhousie University and the School of Social Work. She urges, “it is time to take stock of how to resist the neo-liberal agenda and prevailing austerity discourse rather than become complicit” (p. 118). Competencies and regulation are the focus of Jackie Stokes’ reflection, where she hypothesizes that, “entry-level competencies in social work practice are a natural extension of existing educational practices” (p. 125). Stokes highlights the changes in British Columbia, specifically related to the British Columbia College of Social Workers (BCCSW) accepting the Canadian Council of Social Work Regulators (CCSWR) competency profile. One of the pressing changes is the implementation of an “entry to practice” examination. This has serious implications for social work academics and schools of social work; for example, do schools change their curriculum to teach to the exam, and, what happens to critical, social justice content? Similarities and differences in the accreditation processes in Canada, the United States, and the United Kingdom are explored, as are the distinctions between learning objectives, learning outcomes, and competencies. Ultimately, Stokes stresses the responsibility of schools of social work to prepare students to qualify as registered social workers, to be competent in their professional roles and responsibilities. Shelly Johnson holds universities and schools of social work accountable …