The low Australian Tertiary Admissions Ranks (ATARs) of Initial Teacher Education (ITE) students are routinely highlighted in the media and in reviews of ITE, with the perception that such students will be unable to become effective teachers. As part of the NSW Government's "Great Teaching, Inspired Learning" (GTIL) Framework, minimum academic entrance standards were introduced in 2016, with the intention of improving both teacher status and quality. Drawing upon Ball's notion of policy effects and policy enactment, this paper critically explores these increased academic admissions requirements and reports on one aspect of a multiple case study research project. In doing so, I respond to the following research question, "what are the first and second order effects of policy designed to regulate admission into ITE in NSW?" Using interviews with senior ITE academics and university student recruitment personnel, findings from the study indicate that the policy has impacted the structure of ITE degrees, the quality, number and diversity of ITE students and is possibly excluding potential ITE students. I argue that despite these effects, in practice the same students are entering ITE, therefore demonstrating the disjoint between intention and enactment in policy implementation.