This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work life was balanced by the relationships that she was able to sustain with her colleagues and students. I conclude with recommendations for those working in the world of charter schools, whether as practitioners, administrators, or teacher educators.