Social, economic and technological changes on a global scale are challenging traditional forms of knowledge and educational practice. In response, educators worldwide are finding ways to forge new roles, identities and relationships. This paper recognises pressures on the teaching force in a global climate of educational reform. Drawing on data from experienced teachers, the paper elucidates that rich opportunities for professional learning are situated in collective review of challenges and critical incidents where teachers' guilt can be addressed with the choice for personal growth and professional learning. With a framework for tracking how teachers can be liberated from downward drift to negative sentiments, the paper concludes by highlighting the creative energy inside teachers who can rediscover deep values in the realities of their everyday professional lives in a journey of co-learning and reclaiming inner power.