Workforce Remodelling in England has been presented as a means to enhance the development of teachers and promote rising educational attainment. Through a re-examination of roles, schools are presented with an opportunity to review their ways of working to improve the quality of their practices. This paper looks at the ways in which the implementation of Workforce Remodelling has been happening in eight English schools (four secondary and four primary) and discusses semi-structured interview data collected from headteachers, teachers, teaching assistants and support staff over a two year period. In addition data from 543 questionnaires is reported. The extent to which schools fully engage in the remodelling process is examined as are the tensions between meeting legislative demands and using the opportunity of the reform agenda to think more creatively about roles and responsibilities. (Contains 2 figures.)