This study explores the accountability inherent in the 5th-cycle evaluation indicator of the teacher preparation program and attempts to find a way to balance external- and internal-oriented accountability of national universities of education. To this end, we compared the indicators of the 3rd to 5th cycles during which administrative and financial measures were introduced on a full scale. We compared how the composition of the 5th-cycle evaluation indicator has changed compared to the past. Next, we examined the composition of the evaluation indicators by dividing the criteria into an external- and internal-oriented approach according to the accountability object. As the cycle changed, the indicators related to externally directed accountability gradually decreased, while those related to internally directed accountability gradually expanded. The design of indicators that expanded the space for securing the internal accountability and autonomy of the University of Education would be the starting point for balancing accountability. However, despite expanding the curriculum area in the 5th cycle index, the limitation in which the outward-oriented approach still predominates was pointed out. Finally, the necessity of reviewing the standards for autonomous indicators and administrative and financial follow-up measures to ensure a balance of accountability was suggested.