In this chapter, I bring together continuing teachers’ experiences and the significant events that challenge their decision to continue. I reflect on the impacts of the significant events teachers experience and the internal and external factors that impact on teachers and teachers’ work. I discuss the impact of school leaders’ actions, behaviours, and decisions, and the importance of collegial and leadership relationships, relational trust, and effective leadership in schools (Danvers et al. Five ways of being: What learning leaders think, do and say every day. Hawker Brownlow, 2020; Robinson. Student-centered leadership. John Wiley & Sons, 2011; Tschannen-Moran. Administration Quarterly, 45(2), 217–247, 2009). A lack of leadership support and relationship building, exemplified by leadership approaches to dealing with staff issues, and an inability to support the whole team negatively impact on teachers and the workplace in which they practice (Bambrick-Santoyo. Phi Delta Kappan, 94(2), 70–71, 2012a; Bambrick-Santoyo. Phi Delta Kappan, 94(1), 70–71, 2012b; Bambrick-Santoyo. Phi Delta Kappan, 95(8), 72–73, 2014; Franey. School Leadership and Management, 22(1), 27–39, 2002; Noonan, School Administrator, 66(7), 26–29, 2009; Robinson. Student-centered leadership. John Wiley & Sons, 2011). I reflect on 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—change in the profession, as well as social and political change. I pose the question: Is the profession and society brave enough to consider something better for future generations?