The article outlines the National Standards for Diabetes Self-Management Education (DSME), which are designed to define quality DSME and assist diabetes educators in various settings. The standards are reviewed and revised approximately every 5 years by key organizations and federal agencies within the diabetes education community. The DSME process facilitates the knowledge, skills, and abilities necessary for diabetes self-care, incorporating the needs, goals, and life experiences of individuals with diabetes. The overall objectives of DSME include supporting informed decision-making, self-care behaviors, problem-solving, and active collaboration with the healthcare team to improve clinical outcomes, health status, and quality of life. The standards cover several areas, including organizational structure, appointment of an advisory group, determination of educational needs, designation of a coordinator, provision by qualified instructors, development of a written curriculum, individual assessment and education plans, personalized follow-up plans, measurement of patient outcomes, and continuous quality improvement. The article emphasizes the importance of tailoring education to individual needs, ongoing support, and collaboration with healthcare teams to ensure effective diabetes self-management.The article outlines the National Standards for Diabetes Self-Management Education (DSME), which are designed to define quality DSME and assist diabetes educators in various settings. The standards are reviewed and revised approximately every 5 years by key organizations and federal agencies within the diabetes education community. The DSME process facilitates the knowledge, skills, and abilities necessary for diabetes self-care, incorporating the needs, goals, and life experiences of individuals with diabetes. The overall objectives of DSME include supporting informed decision-making, self-care behaviors, problem-solving, and active collaboration with the healthcare team to improve clinical outcomes, health status, and quality of life. The standards cover several areas, including organizational structure, appointment of an advisory group, determination of educational needs, designation of a coordinator, provision by qualified instructors, development of a written curriculum, individual assessment and education plans, personalized follow-up plans, measurement of patient outcomes, and continuous quality improvement. The article emphasizes the importance of tailoring education to individual needs, ongoing support, and collaboration with healthcare teams to ensure effective diabetes self-management.