This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.