By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers' voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the teacher, and that of the Philosopher, who speaks to the teacher and affords the teacher agency in relation to pedagogical ideas and practices discussed in the teacher guide. An unexpected example of Expert voice was also found, where the developer talked past the teacher, leaving the teacher external to the teaching situation.