This article traces the evolution of accountability from the 1920s to 2003. Attention is given to expressions of concern about the need for accountability as well as recommendations for school counselors about how to be accountable. Then a sampling of empirical studies that provide evidence of the impact of guidance and counseling programs is presented. The article closes with the challenge of accountability for today and tomorrow and presents several themes that have appeared consistently in the literature that identify prerequisite conditions that must exist if accountability is to be achieved.