Throughout the 1990s, legislation increasingly required programs receiving federal funding to be more accountable for what they did. The No Child Left Behind Act of 2002 further emphasized the levels of accountability to ensure student success in schools. For limited English proficient (LEP) education, these requirements have intensified the debate among practitioners, researchers, and policy makers as to what constitutes success and how to measure it. A conceptualization of administration effectiveness based on student results in standardized achievement tests provided the theoretical framework for this study. The purpose of the analysis was to explore accountability issues in LEP education. A case study of a local educational agency is presented to exemplify the impact of the high stakes testing environment on LEP program administration. Overall, findings indicate that incorporating accountability mechanisms provides an avenue for understanding LEP education program administration, and it is an issue that needs to be addressed by policy makers and administrators at the school district level. Implications for educational administration and policymaking are examined. (Contains 33 references.) (Author/SM)