Primary teachers' work in England and Wales has intensified in the last decade and changes in both the type and form of accountability is one constituent. Forms of accountability have changed from evaluations based on professional teaching and learning values to forms similar to those of audit. Trust has been replaced. Goal definitions, efficient resource allocation, economy, efficiency and effectiveness have become the dominant discourse and systems of control have increased as have quantifiable measurements (Power 1994). Accountability is a feature of all teachers' work internationally. The changes to primary teachers' work in England and Wales has affected primary teachers' work practices and their selves for, the potent cocktail of intensification and accountability (Hargreaves 1994) induces feelings of guilt. This paper, based on three research projects in primary schools over the last six years examines how the changes in accountability impact on teachers work and selves and analyses their responses.