This chapter delves into how the teachers in the inquiry constructed, negotiated, and expressed their professional identities through shared transcription poems. The chapter begins by outlining foundational understandings of teacher identity as a dynamic and evolving process shaped by personal valu es, social contexts, and school environments. Two poetic clusters highlight transcription poems created from individual interviews with each teacher. The first cluster explores teachers’ sense of purpose, motivation, and commitment to students, while the second reveals the tensions, constraints, and systemic forces that complicate their professional growth. Each cluster then draws on theory to analyze how the teachers’ stated sense of purpose aligns with larger concepts around teacher identity and systemic ableism. The poems capture the interplay between purpose, pressure, and inclusive education in the teachers’ lives.