This article examines the impact of the Cross thematic approach on Greek and Greek Cypriot secondary education. The major argument put forward is that the Cross thematic approach (CTA) affects not only pedagogy and educational knowledge but teacher professionalism as well. In justifying this argument, the Cross thematic approach is considered as a Bernsteian "pedagogic device". The insights of Basil Bernstein are used to develop research questions about the changing nature of teaching and curricula in Cyprus and Greece currently, with its implications for teacher professionalism--all set within global, European and national contexts. Particular reference is made on the Flexible Zone programme as the author of the present article reckons this to be an extreme form of (CTA). As a final attempt this paper seeks to demonstrate that CTA can be empowering for education as it can open up the horizons for an "intelligent accountability" while this may challenge existing professional identities.