In the face of the century-old call for democracy in education by John Dewey, this paper explores how and why teachers have been systemically removed from efficacy within the educational system in which they live and work. The paper examines historical trends that work to limit teachers' institutional power and become obstacles to teacher voice. These include (1) accountability, (2) the intensification of teacher responsibilities, (3) a shift towards a technical approach to teaching, and (4) the negative public image of teachers. Finally, the paper explores the potential that teacher autonomy might be successfully reinstituted into educational curriculum and policy.