Teachers are actively encouraged to plan their lessons such that there is maximum classroom talk, namely accountability talk. However, many lessons do not display sufficient accountability talk. This study attempted to better understand the level and quality of accountability talk in six science lessons. The study aimed to provide teachers with insight into the level and quality of accountability talk during the lessons. Video recording was used to record the lessons. Videotapes were transcribed for analysis. An accountability talk rubric was used to measure the extent to which the classroom talk was accountable to learning community, accurate knowledge, and rigorous thinking. The results showed high levels of talk associated with accountability to accurate knowledge compared to accountability to rigorous thinking and accountability to learning community.