The four narratives presented in this paper represent the classroom triumphs and tribulations of four beginning minority teachers. The vignettes are part of a larger case study investigating the specific socialization experiences of these new teachers, graduates of the Peabody College (Tennessee) Internship/Induction Program, an alternative post-baccalaureate teacher preparation program. The first story, told by Kathy, a first grade teacher, describes a student who learned something about self-reliance; next, Hector, a junior high school science teacher, tells about an incident that should not have happened, and reflects on his own commitment to keeping students in school and responsible for their actions; the third story, told by Sonya, offers insights into her year-long struggle with a troubled teen who sought to maintain some modicum of control over his life through school behavior; and finally, Yvette details a young girl's move toward becoming a more confident, eager learner. The vignettes reflect each teacher's philosophy, values, and beliefs; depict examples of those things that are important to them; and provide food for personal reflection and frameworks for future direction. (LL)