The purpose of this study is to shift the focus of research away from problems faced by administrators making reduction in force or reassignment/rank reduction policies to a consideration of the experiences of those affected by such policies. Following descriptions of the study's open-ended ethnographic interviewing technique, the criteria for selecting interviewees, and the means of data analysis, the context and demographics of an urban, midwestern school system are presented. The latter section includes information on declining enrollment and reduction in force, the racial and gender composition of the staff reduction pool (1981-1984), biographical sketches of the seven teachers interviewed, and a description of the middle school setting providing the backdrop for all the interviews. The following section on the study's findings makes up the bulk of the paper and explores interview responses on five themes that emerged as consistent areas of concern for all interviewees: (1) career building process, (2) interim perspective after being reassigned, (3) problems encountered by reassigned teachers, (4) coping strategies, and (5) perceived benefits of nonclassroom experience. The paper concludes with a synthesis of interview responses on each of these five themes. (JBM)