This paper reviews literature on teaching, learning, and change, focusing on change as a system for self-renewal and examining change in terms of long-term purposes, the risk of failure, self understanding, productive relationships, habits of thinking, and curiosity. The paper presents results from a synthesis of two qualitative case studies of veteran teachers, emphasizing the importance of change and innovation as a source of professional development and renewal throughout their careers. Much of their renewal was self-initiated and undertaken without support from administrators or their district. Discussion includes a possible explanation for self-initiated change, teachers as lifelong learners, learning with/from colleagues, factors that facilitate and/or hinder teachers' efforts to change, and suggestions for assisting veteran teachers in their search for self-renewal. (Contains 44 references.) (JDD)