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In the current era of school reforms, teachers are being asked to make decisions regarding instruction and school improvement that they were not hired to perform, nor prepared to perform (Elmore, 2002). The discrepancies between teacher motivation to become teachers and the requirements for success are causing many teachers to leave the profession at an alarming rate. Qualitative case study research was conducted to discover the experiences and perceptions of three master science teachers with regard to the changes that have occurred in education over the course of their careers.

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For the past thirteen years, Dr. Joshua Bryan has served as a high school science teacher and educational leader. His experiences as a classroom teacher provided insight into the hidden effects of the school reform policies of the last thirty years on teachers.

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