The storytellers who share their stories are introduced within the fictional settings of professional learning team (PLT) meetings that take place in different spaces that could represent the spaces in any Australian school. Members of this PLT read and discuss selected sections of the chosen text (Danvers et al. Five ways of being: What learning leaders think, do and say every day. Hawker Brownlow, 2020) reflecting on the practices suggested and their own practices and share their experiences of teaching in Australia and internationally. The storytellers share aspects of the events they have experienced, providing insights into who they are as practising teachers—their values, beliefs, and ways of viewing the world, and the world of teaching and the profession. In the first three of the 15 meetings, the storytellers share stories that highlight the factors that are significantly impactful on teachers’ sense of self, self-agency, and power (Kelchtermans. Teaching and Teacher Education, 21, 995–1006, 2005; Kelchtermans. Advances in Research on Teaching, 19, 379–401, 2013; Nias. Cambridge Journal of Education, 26(3), 293–306, 1996). Their stories raise questions about trust—teachers trusting each other, parents and students; leaders and parents trusting teachers; and teachers trusting their leaders. Their stories also raise questions about truth and power, and the disparities that exist between teachers, parents, and leadership, including accusations and unsubstantiated allegations that impact on reputation. Teachers’ stories highlight the importance of trusting relationships (Bryk and Schneider. Trust in schools: A core resource for improvement. Russell Sage Foundation, 2002; Hattie. Visible learning for teachers: Maximizing impact on learning. Routledge, 2012; Robinson. Student-centered leadership. John Wiley & Sons, 2011) and shed a new light on schools—school cultures, practices, expectations, and leadership decisions, actions, and support of those they lead.