Resilience is a psychological term referring to what teachers think and how they act in ways that allow them to remain in the profession, even amid adversity and less-than-ideal working conditions. In narrative terms, resilience is all about teachers’ staying stories outweighing their leaving stories, which inevitably emerge because of the human inclination to want to quit on a tough day. Throughout this chapter, narrative inquiry—inquiring with and through narrative—uses the tools of broadening, burrowing, and storying-re-storying. Fictionalization, another device masks that teachers’ identities, is also employed to increase this research’s confidentiality. Broadening captures the advanced neo-liberal state of education in the fourth largest city in the USA where everything is judged by its monetary value and its contribution to international competitiveness. Burrowing gets inside particular teachers’ school reform experiences and shows the challenges they face and the strategies with which they manage dilemmas. Storying and re-storying allows for shifts in thinking and doing to be made known. Along the way, teacher stress becomes palatable. Through employing these interpretative devices, along with fictionalization, story constellations were created that appeared in existing publications and in a different form in this work. A story serial was also added that illuminated how pernicious neo-liberal management and accountability practices wreaked havoc with teachers’ best-loved selves. Also, through using serial interpretation, a fulcrum of teachers’ stories from one middle school campus, convey thin veneers of teacher compliance. In the process of re-telling the stories, teacher resilience surfaces. Resonances were found in (1) the inventive language a group of male teachers used to communicate, (2) an agreed-upon behavior enacted by a staff resisting a school district mandate, and (3) a female ESL teacher’s behind-the-scenes advocacy for minoritized students that evened out the competitive playing field. Teachers’ “stories to leave by” also suggested resilience when faculty members left the campus out of self-preservation. However, in the final analysis, the teachers may not have quit the teaching profession. Hence, starting again stories are also a legitimate manifestation of teacher resilience and part of this chapter’s narrative contribution.