The past five years have seen the most radical restructuring of the :New Zealand Educational system in 100 years (Codd 1990). Central to this restructuring has been the "devolution" of autonomy to schools. Curriculum development and Inservice Professional Development are now viewed as "products", in line with the New Right discourse motivating the restructuring, and as such they are sub-contracted to the most competitive bidder. This paper is not setting out to evaluate the pro's and con's of these changes nor to discuss the present environment inservice educators find themselves in. What I would like to do is outline my personal experience of working under a contract and relate the difficulties encountered working within a particular model of inservice education for science teachers.