Teacher socialization is primarily examined as an institutional-based phenomenon, with particular focus on individuals' PK-12 schooling experiences, teacher education programs, or workplace-based socialization. This study situates professional socialization experiences of African-American teachers within teaching families, examining how culturally situated socialization practices inform and shape professional entry and conceptualizations. Nine Black women teachers, all members of three intergenerational teaching families, participated in the study. Data sources included individual life-history interviews, group conversations and participant-generated writings. Findings indicate intergenerational socialization into the tradition of Black women teachers, with an emphasis on individual and collective social responsibility. Participants were socialized into the family business of teaching for reasons of stability, complicated by the ironies of social, educational and economic progress for Black women. (Contains 1 table and 5 notes.)