This essay looks to varied conceptions of resistance with the aim of explaining how resistance might be incorporated into a notion of educator professionalism in the most effective way. The author contends that high-stakes accountability policy poses a complicated set of power relations for professional educators. Both students and educators are problematic as constituted subjects, but this essay focuses on teachers' positions in multiple relations of power--as adults in positions to discipline and be disciplined, to resist, and be resisted.