This book explores the embodied narrative knowledge that educators hold and express in context and call forth in situations. It is about teachers and principals living and telling and reliving and retelling stories intuitively developed around metaphors borrowed from classical literature, music, drama, mythology, and children's literature to unpack and make sense of their personal experiences in highly complex school milieus. It is also about the author's relationship with them and being in tune with the episodic sense they and the author make of their nuanced experiences. In the process, different aspects of school contexts become excavated, as different dimensions of educators' knowledge become known. Both are held open to scrutiny and made available for discussion. The narrative research in this book involves four schools in three geographically contiguous school districts. One common quality spans all four: the social narrative history of education in the United States as it manifests itself in a particular city in the mid-South. Another shared horizon that sits in the backdrop of this work is the existing school reform literature. Even though this volume primarily is a narrative exploration of teachers' knowledge, it unavoidably spills over into the topic of school reform. (Author)