In this chapter, I describe what it is to be a teacher, to be a beginner teacher (Australian Institute for Teaching and School Leadership. Australian professional standards for teachers, 2014; Berliner. International Encyclopedia of Teaching and Teacher Education, 11–23, 1994; Loughran. What expert teachers do. Enhancing professional knowledge for classroom practice. Allen & Unwin, 2010), and to develop expertise to become an experienced and expert teacher (Australian Institute for Teaching and School Leadership. Australian professional standards for teachers, 2014; Berliner. International Encyclopedia of Teaching and Teacher Education, 11–23, 1994). Then I introduce each of the storytellers as I met them in their first interview. Each teacher was invited to choose the venue and time to meet, for some this was their home, for others a local café. They share aspects of themselves as individuals and as teachers, and what drives them to teach and continue in the profession. While I had known a few as working colleagues in other schools, most I met for the first time. Their stories shine a light on who they were beyond the professional teacher known in passing. They share more about their personal beliefs of being a teacher and the drivers and motivators that keep them teaching in the profession despite the challenging events they have experienced which are retold in the later chapters. They do not openly share their experiences, beliefs, or the reasons why they teach, how they teach, or the reflections they make in their day-to-day practice. These remain hidden, silenced from colleagues. The reasons are complex and personal and are shared in their stories.