Those who teach in prisons as employees of educational institutions or other nonprofit organizations are uniquely positioned to contribute to the public conversation about mass incarceration. Entering the prison as neither Department of Corrections employees nor family members or friends of the incarcerated, they interact with prisoners in a distinctive way. Their positive experiences have been documented by others, but their motivations and potential as change agents have not been explored. In this study we interviewed 12 mostly long-term prison teachers in New York State and found that although they have overwhelmingly positive teaching experiences and a commitment to social justice, and although they report gaining as much from their students as they give, the teachers are disinclined to discuss their experiences and beliefs with people on the outside. This finding has important implications for those who are eager to deploy the energy and expertise of prison teachers in a public dialogue about prison rehabilitation