This paper is a research-informed response to the paradigm shift that has taken place in the world of teacher education for the further education sector in England during the last few years. We begin by outlining the various changes that have taken place in terms of regulation of the sector and show how this has impacted upon the agency of those who have been involved in the "delivery" of a curriculum based on a set of new and prescribed standards. Making use of a life history approach, we compare and contrast two very different stories: one of a lecturer new to teacher education and the other of a lecturer who has been involved in teacher education for more than 25 years. Drawing upon these two cases we show that the myriad changes and prescriptions introduced into the further education sector have not closed down the achievement of agency of those involved in teacher education programmes. Rather, the changes have transformed the ways in which their agency can be articulated. (Contains 3 notes.)