This book is comprised of eleven chapters. In Chap. 1 , I introduce the drivers of a study that led to listening and retelling teachers’ shared stories of their working lives and the challenging events they have experienced. Then in Chap. 2 , I explore teacher attrition factors and attrition rates (Allotta. Journal of Education, 48(6), 58–78, 2023), questioning the reported rates and what is known about teacher attrition and teachers’ working experiences and how and why some teachers continue while others leave (Allotta. Journal of Education, 48(6), 58–78, 2023). In Chap. 3 , I explain the postqualitative methodological approach taken in the study of teacher’s working lives and lived experiences (St. Pierre. International Journal of Qualitative Studies in Education, 10(2), 175–189, 1997; Richardson. Sociology of Sport Journal, 17(1), 5–20, 2000; Richardson. International Journal of Qualitative Studies in Education, 14(1), 33–38, 2001; Richardson & St. Pierre. Writing. A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th ed., pp. 818–838). Sage Publications, 2018), and the choices of storying—the sharing of teachers’ stories narratively and conversationally (Adams et al. Handbook of autoethnography (2nd ed.). Routledge, 2022; Bunda. The relationship between Indigenous peoples and the university: Solid or what! University of South Australia, 2014; Ellis. The ethnographic I: A methodological novel about autoethnography. AltaMira Press, 2004; Ellis. Revision: Autoethnographic reflections on life and work. Left Coast Press, 2009; Phillips & Bunda. Research through, with and as storying. Routledge, 2018; Yoder-Wise & Kowalski. Nursing Outlook, 51(1), 37–42, 2003), and DRAWing—departing radically in academic writing using different academic writing styles (Mackinlay & Madden. DRAW: Departing radically in academic writing. Routledge, 2023). In Chap. 4 , I share snapshots of the challenging experiences I have experienced that led me to question whether other teachers had experienced similar events, and what were other teachers’ experiences that challenge their decision to continue in the profession. I question what could be learnt from teachers’ experiences that could better support early career teachers, as well as better inform teacher preparation courses and policy-makers and decision-makers whose decisions had significant impacts on teachers’ working lives (Burnard. Theory into Practice: Education in and Through Music, 51(3), 167–178, 2012; Craig. Research Papers in Education, 34(3), 298–329, 2019; Kelchtermans. Teaching and Teacher Education, 21, 995–1006, 2005). In Chap. 5 , I introduce the storytellers, sharing our first professional learning meeting (PLT) meeting and the personal side of who teachers are and their teaching lives. Through hearing others’ voices and writing and retelling their stories, I have come to know and understand that my experiences are shared and I am not alone in the profession. It is hoped that readers who are practising teachers also come to know that they are not alone. In Chaps. 6 – 9 , I explore the various themes that emerge from the stories shared in the PLT meetings—bullying, change and continual changes, collegial and leadership support, consequences and long-lasting impacts, discrimination, ethics and truthfulness, known attrition factors, leadership actions and decisions, mentoring misogyny and sexism, power plays and disparities, professionalism, reasonableness of leadership expectations, relationships and trust, societal perceptions, time and workload, and teachers’ work and well-being. In Chap. 10 the storytellers share their insights ino the early years in the profession and teaching during the period of COVID-19 lockdowns.  Drawing to a close, in Chap. 11 , I reflect on continuing teachers’ experiences, societal perceptions and regard for teachers and the profession, including media viewpoints (Hare. Fed-up school principal says critics ‘have no idea’. The Australian Financial Review, 2022; Mockler. No wonder no one wants to be a teacher: World-class study looks at 65,000 news articles about Australian teachers. The Conversation, 2022), and the impacts these and parental expectations and actions have on teachers and leaders. I conclude with a call for change in the profession and challenge readers to consider whether society, policy and decision-makers, and the profession itself are ready to accept the call and be brave enough to consider something better.