This article presents ethnographic data to elaborate the nature of teacher resistance and accommodation to the structural context of schooling, and it illustrates the dynamics of group solidarity among a group of eighth-grade middle school teachers. The analysis is predicated on concepts identified by Paul Willis in his study "Learning to Labor: How Working Class Kids Get Working Class Jobs." These concepts--penetrations, dislocations, and limitations--are studied as a means to understand the hegemonic conditions found by teachers in their work lives. The analysis also seeks to demonstrate the possibilities that accompany present forms of teacher resistance and to show the limitations on the further development of emancipatory teacher behavior. (TE)