Instructional aides were formally introduced to classrooms more than 40 years ago, but their jobs have changed over time. Instructional aides do more than prepare materials for teachers and monitor the lunchroom; they provide direct services to students. Most instructional aides care about their jobs and the students they work with, and sometimes they treat students as though they were their own children. Until recently, with a few exceptions, the voices of instructional aides were missing from the literature (Chopra & French, 2004; Chopra et al., 2004; Downing, Ryndak, &Clark, 2000, Giangreco, Edelman, Luiselli, & MacFarland, 1997; Griffin-Shirley & Matlock, 2004; Marks, Schrader, & Levine, 1999; Rueda & Monzo, 2002). The study described in this chapter builds on previous research and features the voices of these individuals. This is important given the impetus for the present research: instructional aides' concerns about their professional opportunities. In focusing on instructional aides' experiences and analyzing their responses, the author drew upon Connelly and Clandinin's (1988) "teacher knowledge" framework as a theoretical guide. [This article represents Chapter 6 of "The Elementary and Secondary Education Act at 40: Reviews of Research, Policy Implementation, Critical Perspectives, and Reflections," "Review of Research in Education," v29, 2005 (EJ748131).]