The stories teachers share in Meetings 7–9 highlight the significant impacts that leadership decisions and actions can have on those they lead, and in some cases impacts that last a significant period of time and leave scars on a 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 are of bullying, misogyny, sexism, collegial competition and lack of collegial support, lack of consistency in leadership decisions, false accusations, and unsubstantiated allegations that impact on reputation. The impact of the events teachers experience is accumulative and erosive over time, not only diminishing their sense of who they are in the profession, but also significantly impacting on their well-being. Teachers’ stories have been quite unexpected and, at times, shocking, leaving me wondering how and why they continue. They offer sage advice based on personal experience and observations. Their stories highlight school cultures, practices, expectations, and raise questions about leadership decisions and actions, and ethics in the workplace.