This study explored the lived experience of a teacher change agent who was identified by her secondary school colleagues as someone who pursued positive changes outside her classroom. In conversations about her experiences, she shared what motivated her, the strategies she used, and the challenges she faced. Findings derived from both quantitative (survey administration) and qualitative (thematic coding) methods include three beliefs that are central to this teacher's views on teacher change agency: the importance of "buy in," a commitment to community service, and seeing teaching as a moral profession. Implications of these findings for future research are discussed.