Change is pervasive in our schools, yet little information exists about its impact on teacher perceptions and behavior. From a variety of theoretical and methodological perspectives, emotional reactions to reform and change are explored as they relate to the participants' professional and personal identity. When confronted with the ambiguity and uncertainty of change, these emotional reactions influenced their risk taking, learning and development, and identity formation. Overall, the authors demonstrate that emotions are a key component of teachers' lives and underscore the need for acknowledging them when planning and implementing school reform.