Drawing on the previous papers, this paper explores some of the tensions and complexities associated with measuring and evaluating the impact of ‘accomplished teaching’. It is informed by empirical research undertaken with Chartered Teachers in Scotland in 2007. At the time that the research was being conducted, a Ministerial Review of the Scottish Teacher initiative was underway - a knee jerk response to concerns relating to low uptake and the degree to which the scheme offered ‘value for money’. Concerns about the highly individualistic nature of the scheme, based on a self nomination and self funding model, were regularly reported in the print media. It was in this context that the research with Chartered Teachers, reported in this paper, was undertaken, representing the first substantive study in Scotland into how Chartered Teachers perceived their role and the extent to which they felt being a Chartered Teacher had resulted in transformational change for themselves, their colleagues, and crucially, their pupils.