This qualitative study describes the outcomes of teachers from three different countries (Ghana, Spain, and USA) enrolled in a graduate educational psychology class taught by the authors. A theory-into-practice teaching approach was used to encourage in-service teachers to conduct a research process guided by the instructors. Participants engaged in a metacognitive, self-regulated, narrative-inquiry process that allowed them to situate themselves within educational, historical, and political contexts. The participants followed an interview protocol in pairs where they asked each other a series of questions related to their experience in becoming teachers and what keeps them teaching. Meaningful descriptive narratives summarizing the interview results were analyzed for generative themes. Implications for teaching and research with references to metacognitive self-regulatory practices are discussed. (Contains 4 tables.)