British teachers have accommodated fundamental change in the nature of their professionalism since the 1988 Education Reform Act. Headteachers and governing bodies have been empowered to make choices about expenditure and staffing. Legislation has imposed a National Curriculum and new literacy and numeracy frameworks suggest a more prescriptive approach to curriculum delivery. Class sizes have increased and there has, in turn, been an upsurge in the number of para-professionals working in classrooms. The teacher's role has changed. New models of professional practice have developed but new tensions have grown alongside. This paper explores the tensions and role conflicts inherent in the relationship between the professional and para-professional. The results of empirical research and analytical enquiry point to a need for a comprehensive training programme for practising teachers and student teachers, and a nationally recognised qualification for paraprofessionals.