Initial teacher education providers and pre-service teachers in Australia are both being pushed by new policies and accreditation arrangements to demonstrate that they are having a positive 'impact' on school students' learning. In other words, students should be making demonstrative progress as a result of teaching interventions. All Australian initial teacher education are having to submit plans to accreditation/registration bodies about how they will more explicitly evidence this kind of 'impact'. What do colleagues nationally and internationally make of this impact agenda.