This article analyzes the effects of senior secondary-education reform in The Netherlands and the effects that these changes have exerted on teachers. It focuses on the way that changes, such as profiles, new exam programs, and alterations in "study house," interacted with and influenced teachers' tasks. The paper provides an overview of the reforms and the move toward autonomy as government came under increasing pressure to reduce its controlling role. One result of reform is the improved link between secondary education and higher education, leading many teachers in secondary education to renew their relationship with a university or college in their region. The increased emphasis on attainment levels and the raising of standards also exerted change on teachers' jobs. Teachers use subject matter that is defined in more detail, and a standardized exam narrows the possibilities for teachers to place their own emphasis on certain aspects of the subject matter. Independent learning has been heightened with the reforms, which lightens teachers' involvement but undermines a centralized pedagogy that can help maintain class discipline. Teachers also find their tasks more differentiated and see themselves as becoming more accountable with the ascendance of local control. (Contains 25 references.) (RJM)