This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year study investigating literacy in Years 4-9 the ways strong-performing primary schools develop serious and in-depth reading for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn to read is illustrated. The teacher's work is situated within the complex accountability demands faced by classroom teachers. This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed.