This article presents the authors' response to the comments of their article about extending ideas on improving teaching. The authors continue the conversation about improving teaching by focusing on two points that deserve further consideration: (1) the willingness or motivation of teachers to engage in the work of improving teaching; and (2) the prioritizing in teacher education of improving teaching versus training teachers. The willingness of teachers to work directly on improving teaching is underdeveloped in the authors' article, but they see their position as quite consistent with the more complete treatment given this point in the responses, especially by Lampert (2012). The authors argue briefly in their article (Hiebert & Morris, 2012, p. 95) and more forcefully in Morris and Hiebert (2009, 2011) along with others that working directly to improve teaching as part of a professional community provides the most authentic and rewarding intellectual challenge that can keep teachers engaged in the profession. The compelling motivation is twofold: (a) seeing the effects of improving teaching, even in small ways, on changes in students' learning; and (b) teachers seeing themselves as contributors to a professional knowledge base from which others can benefit. The key is for teachers to see themselves, along with researchers and curriculum writers, as coauthors of the methods and materials they use and continue to improve.