This paper outlines the ways in which successive UK governments have regulated and controlled the teaching profession since the 1980s. Key initiatives relating to curriculum, school effectiveness and individual teacher performance are considered in some detail, because these issues have arguably had the greatest impact upon teaching and learning. New developments in government thinking are considered, developments which may create greater autonomy for schools and teachers in the future. The extent to which these will involve any radical change to the current system of accountability and quality assurance is discussed.