In this paper, we present a study on the experiences of four Korean heritage language teachers in the United States, specifically the challenges they face and the resources they draw upon for their teaching. We situate our work within the conceptual framework of teacher lore (Ayers & Schubert, 1994) that accentuates the importance of putting teachers at the center of teacher knowledge. Our findings point to the importance of positioning heritage language teachers as bearers of funds of knowledge (Mercado & Moll, 1997) and to the importance of listening to their voice. (Contains 1 table.)