As the educational community continues to consider the impact of the proliferation of accountability-aimed reform on students, schools, and communities, the consequences of said reforms on teachers must be included. Results of this study indicate that even distant, broad educational policies manifest in specific and profound ways in teachers' daily, lived experiences, shaping novice teachers' identity, beliefs, and efficacy. The purpose of this paper is to critically examine the perspectives of 38 Teach for America Corps Members (CMs) to situate how the educational reform climate socializes and oppresses teachers from all layers of influence, resulting in permeated macrotransgressions, which negatively impacts teachers. While this oppressive culture poses serious threats to the teaching profession, particularly in urban contexts, we also highlight the ways in which CMs resisted the confluence of socializing forces resulting from neoliberal shifts in educational policy and reform. Implications for teachers, educational leaders, policy makers, reformers, teacher educators, and communities are considered in order to envision a reprofessionalization of teachers working in tandem with the communities they serve to (re)construct a more just society.