This conceptual paper examines a tug-of-war between state and national authorities in the United States for control of teacher recruitment, preparation, licensing, and professional development policy-making. A discussion of policy problems and instruments grounds analysis of each governing body's policy-activity since 1980. The analysis reveals how policy instrument changes have sidelined teacher education professionals and shifted programme accountability from the state to national level. Conclusions and recommendations challenge teacher education researchers to alter the current accountability trajectory by becoming active participants in the United States policy-making arena.