"It's demoralizing to see your life's work pilloried almost daily in the news." This comment is typical of the anger and disappointment expressed by many of the more than 2,300 Chicago teachers surveyed by Deborah Lynch in 2011-2012. Lynch set out to explore how the accountability policies pursued by Chicago's board of education--including massive school closings and "turnarounds"--had affected the morale of the city's public school teachers. She found the intensity of the teachers' feelings shocking. More than one-half of the teachers responding to the survey rated morale at their schools as low (30.6 percent) or extremely low (20.7 percent). And they ranked negative public perception as the most serious challenge they faced. Sprinkled liberally with quotes from teacher respondents, this article draws implications about what would most help Chicago teachers, and urban teachers in general, boost their morale--including respect from their principals, a sense of community in their schools, a voice in decision making, freedom from too much testing, and public understanding and support. Most of all, these teachers need to their voices to be heard.