This article focuses on teachers' identity construction in the context of a "failing" inner-city high school. Framing teachers' student stories as narrative resources for solving both the practical and identity problems that confront them in an underresourced, inner-city school, the article argues that these stories can serve as counterstories that refute larger narratives that implicate their identities as teachers. The article offers new avenues for understanding the interrelationships between teachers' stories, work, and identity construction.