Traditionalists and progressives coexist warily in today's public schools, creating fragmented institutions with no common ethos. Letting teachers start their own schools may bring an end to the pedagogical holy wars. School choice actually has the potential to enhance professionalism and collegiality among teachers by allowing them to form communities of practice around some core conception of the pedagogical good. At the school level, enabling educators to establish their own schools of choice would make it possible for them to agree on principles, practices, and strategies for improvement. Choice likewise provides a substantive basis for parental and student buy-in. All would belong to a school with a shared sense of mission, organized according to a common set of values. At the community level, support for schools might also be enhanced under a regime of public school choice, because fewer people would feel compromised, silenced, or alienated in an environment where well-intentioned school officials are forced to accommodate conflicting constituent demands and wind up doing so in ways that favor the most vocal, affluent, or well-organized. If designed correctly, a system of choice that honored the convictions of educators (and other constituents) would take many of the most intractable issues off the table, especially those that touch them most closely--disagreement over curriculum, pedagogy, and standards of personal comportment.