A qualitative case study was designed to explore the work experience of six high school English teachers. Teachers were observed over a five month period. No formal, systematic rating scale or observation instruments were used; the observer relied upon his experience as a high school teacher and on specialized training in curriculum theory and qualitative research methodology. Written documents, such as course syllabi, were also collected, and interviews with the teachers were conducted. This paper presents an "educational criticism" of ways in which the teachers organized and planned their work. The observer felt that the teachers continually strove to find work strategies which struck a balance between the bureaucratic and ethical demands of teaching. It is concluded that school policies designed to support instruction need to be based not on the tasks teachers perform, but on improved understanding of how teachers experience their work. (CB)