This chapter addresses how teachers navigate educational changes from the perspective of teacher identity. The concept of resistance to change is analyzed, as resistance is an identity-defense mechanism and provides a valuable perspective on the relationship between teacher identity and educational change. Examples from several parts of the world accentuate that when teachers resist change—whether at the classroom level, school level, or the level of state or country—it indicates that their identity is at stake: they feel pressured to be a kind of teacher they do not wish to be. Various reasons for this are provided, all include that teachers do not (yet) see the benefits for their students, or they think that the requested change will negatively impact their students or even society. Some teachers develop an “activist teacher identity.” A claim is made that during times of educational change, teachers need to be involved as “developmental agents” in all aspects of the change process. Spaces for collaborative dialogue are crucial here because (a) teachers need space to feel vulnerable and uncertain and position themselves as learners, (b) ethical and political implications of educational change need to be discussed, (c) resistance toward change needs to be valued as a form of involvement and examined collaboratively, and (d) teachers’ “need to belong” needs addressing, in addition to the individual work they do as autonomous teachers. The chapter closes with implications for teachers and those involved in their guidance through educational change.