This supplemental text for graduate curriculum or educational reform courses examines curriculum and reform through the stories of practicing teachers. Taking a progressive position on schooling, the book models a process for self-reflection which encourages personal connections between day-to-day practice and a contemporary knowledge base. It invites readers to challenge their experiences in schooling, to question their assumptions, and to examine the conventional behaviors of schooling. The purpose of the book is to make the case for change and increased thoughtfulness, while noting the collaborative conditions in small schools that encourage a professional challenge and conversation.