In this article, the authors contend that progressive theory, in particular Muzak Progressivism, as it has been adapted and institutionalized in schools has created a class of homeless social studies teachers. They are the social studies teachers who love their disciplines and seek to reach their students through disciplinary instruction, not counseling psychology or proselytizing. By homeless teachers, the authors mean the teachers who find themselves shut out, who are left to work without any clear professional identity or affiliation. They may share their affection for the disciplines with some social scientists at the college level, but that shared interest does not ordinarily provide a basis for sustained affiliation. Some homeless social studies teachers do manage to sustain a sense of professional identity nonetheless through connections with special projects, and a few find new professional homes in charter schools or private schools. However, the authors contend, many leave the profession, disillusioned, while others begin after a while to hum along with the Muzak, reconciling themselves to congenial mainstream routines of practice. In this way, while indulging in self-assuring sentiments, the profession alienates or nullifies the potential of its best people.