This study used role theory to analyze dress codes for teachers to discern what dress items expressed role embracement and role distance. Inductive content analysis of teacher dress codes in 103 U.S. K-12 school handbooks revealed three categories of dress: (a) conventional dress (mentioned in 97.1% of the dress codes); (b) casual dress (mentioned in 45.6%); and (c) immodest dress (mentioned in 36.9%). Considering prescribed and proscribed items in the dress codes, conventional dress (appropriate professional dress) expressed role embracement and casual and immodest dress (inappropriate and/or unprofessional dress) reflected role distance. FCS teachers can demonstrate role embracement by choosing appropriate dress for their profession--teaching--and for their workplace--the school. (Contains 3 tables.)