Across the country, new and experienced teachers find themselves losing the confidence and energy it takes to challenge an unacceptable status quo. Too often, dynamic educators disappear within systems that are antithetical to what they envisioned when they entered the profession or they leave the profession altogether. This article describes the experiences of teachers from two 3-year studies: a study of the early years of teaching and a study of experienced teachers involved in a long-term professional development experience. Grounded in sociocultural and critical perspectives, data from both studies illuminate barriers teachers find to negotiating beyond the status quo and ask teacher educators to examine realities behind the rhetoric--to take an honest look at how they might work with teachers, administrators, and district personnel to effect significant change.