Responding to historic silence in research regarding teacher work in classrooms, this dissertation examines professional experience and meaning making of four teachers who worked in city elementary schools between the years of 1964-2014. The lives of teachers working on the scene adds texture to the landscape of educational research and reform. Utilizing the investigational framework of Oral history supported by generic utilization of "history-telling," research includes three ninety-minute recorded interviews and one-hour member check with each participant, transcribing of data, coding of data, and generic representation. Findings include: perceptions of narrowed professional opportunities based on gender, curiosity and interest as to what might have been, challenges in early stages of career, lack of material support for teaching, uncaring and incompetent administrators, inadequate teaching space, assignation of menial duties unrelated to teaching, lack of in school preparation time, and isolation from colleagues. Implications are identified for utilization of genre as it informs of "life 'and' times" of teachers. Additional implications emerge for further use of genre for use by educational researchers, teachers, teacher-educators, parents, school administrators, and policymakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]