This paper draws on qualitative research in mountainous, rural areas of Tajikistan to reveal the complex and contradictory effects of the Soviet collapse on the life and work of teachers. While within the former USSR, Tajikistan experienced comparative modernization, but the Soviet collapse and 6 years of civil war left the republic with a ruined economy and very poor social indicators. The transition to a market-driven economy was chaotic and resulted in unimaginable wealth for a few and tremendous hardship for the majority. The education system is also in a state of misery. The post-Soviet system continues the dogmatic approaches and hierarchical administration of its Soviet predecessor and is underfunded, inequitable, ineffective, and riddled with continuing tensions. Socio-historical research focused on the life histories and experiences of five secondary school teachers ("core participants") at three sites in the Badakhshan province, as well as focus groups with a total of 36 teachers. All the core teachers had taught in both Soviet and post-Soviet times, were reform-minded, and represented ethnic and gender diversity. Themes of the teachers' experiences included sorting out ideological and political confusion, coping with the lack of basic services and needs (including food and heat) after the breakdown of Soviet infrastructure, increased professional challenges and decreased support, effects of the market economy on student attitudes, the spread of drugs and violence, teacher demoralization and powerlessness, moments of hope amidst despair, opposition to a narrow technical-rationalist view of teaching, and reactions to decentralization and other external educational "reforms." (Contains 63 references.) (SV)