The work of the external examiner has been an integral part of quality monitoring activities of the Jamaican Joint Board of Teacher Education (JBTE) since its inception in the early 1960s. In recent years as the JBTE's approach to quality assessment has changed from one of monitoring to one of quality assurance, so too have the expectations for the role(s) its external examiners are expected to play. As with any attempts at educational and ad­ministrative reform, these changes bring challenges. Such challenges have been discussed in several research studies and policy papers abroad (Barnett 1998; Dearing Report 1997; Silver 1997; Silver, Stennett, and Williams 1995; Han­nan, and Silver 2006). A review of these suggests that in the context of chang­ing quality assurance environments, the work of the JBTE external examiner will increase in terms of the scope and variety of academic, personal, and professional knowledge they will be asked to bring to the job; the attitudes and values they are expected to have; and the heavier, more complex workload they will be asked to carry. Such changes and the examiners' ability to cope with these have implications for the quality of work they will be able to pro­duce. It seems important, therefore, that we devise strategies to support JBTE external examiners as they cope with such change. In this paper I will attempt to do this by first, critically examining the anticipated changing roles of the JBTE external examiner, and then considering ways of helping them to pre­pare to assume these roles.