Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical tensions. This research combined symbolic convergence theory and a dialectical tension perspective to explore how public school teachers--through the sharing of fantasy theme narratives--understand their identities in the changing educational system. This research also investigated the dialectical tensions present within the narratives teachers share to create their group identity and manage their roles.