This article uses a survey of Development Studies (DS) professors and students in Canada, the United States, and the United Kingdom to answer three questions about academic DS. DS is defined in part by a commitment to improve the world, and the first questions ask if the respondents believe that DS lives up to this defining criteria. The second group of questions asks about the ethical commitments of DS academics and how these commitments inform our research and teaching. Finally, I explore cross-national variation in how we practice DS. I ask about the methods, training, and disciplinary norms of DS academics across the three countries. In asking about beliefs, values, and practices and in exploring cross-national variation in our answers, I seek to both build self-knowledge about DS academics as a cross-national epistemic community and also to encourage self-reflection about how we can harmonise our empirical beliefs, ethical commitments, and professional practices.