As top-down mandates multiply, close supervision from outside the education field increases, and the professionalism of educators shrinks, criticism of neoliberal effects on education in the United States and elsewhere has become more frequent in professional publications. Neoliberalism, put simply, is the political philosophy that privileges free market economics above all else and, in education, advocates high-stakes testing, prepackaged curricula, stringent measures of accountability for schools and educators, and the privatization of public schools. Business efficiency is the governing value, and it is measured in numbers. Neoliberalism among policy makers and politicians may explain a great deal of what passes as school reform at all levels today. However, in teacher education, where the same growing constraints can be found, one finds very little resistance among teacher educators in the United States, especially as such mandates are now being applied, in detail, to graduate programs. Why? Are teacher educators, college professors, unconcerned about their curricula being decided by others and indifferent to their work being reduced to rubrics and regulations? This article offers another possible explanation for the passive acceptance of high-stakes testing, data-driven accountability measures, and the questionable approach to teaching and learning that characterize much of the Council for the Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education (NCATE), teacher education accreditation process in the United States.