The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has received a mixed bag of reactions with the populace sharply divided in opinion. Given that knowledge gap existed, it was important to interrogate the general perception of all stakeholders across Ghana to unravel how the GTLE is perceived among stakeholders. This paper is culled out of a broader study that employed a mixed-methods research approach in a nationwide study involving over 2800 respondents. For this paper, we report on the qualitative data generated from 145 participants. We describe the concerns of stakeholders who are in favour, against, or ambivalent about the GTLE. Drawing on an adaptation of CBAM model, we discuss stakeholders’ perceptions of GTLE as stages of concern. We conclude that stakeholders opposed to the licensing of teachers do so because of their concerns about its form, content, and other logistical challenges. To sustain the policy, it is recommended for the National Teaching Council and the Ministry of Education to take steps to address these concerns. Regardless, what stakeholders agree to be the biggest strength of the GTLE is that it is a positive step towards professionalizing teaching. It is a useful yardstick to determine who is qualified to perform the function of teaching, and prevents all others who do not qualify from accessing classrooms.