In this research study, I examined how institutional power affected the experiences of two dance educators attempting to gain their K-12 dance teaching license in Minnesota. My research analyzed the ways in which candidates applying for the portfolio review process constructed, amended, or abandoned their identities as teachers/artists/individuals while completing the process. Using critical discourse analysis to examine interview data collected in the study, I sought to better understand how institutional power disrupted the experiences of candidates completing their license via portfolio. My results suggest that participants in the study delegitimized their teaching experience outside of the K-12 context, which challenged their teaching identities and left them feeling powerless during the license via portfolio process. Confusing, inconsistent, and incorrect information provided by the Minnesota Department of Education combined with a lack of support from the state also contributed to their feelings of powerlessness.