As the face of education in Philadelphia's public schools changes in response to budget constraints and politics, current "Teach For America" (TFA) corps members' roles have also changed. These changes have resulted in the majority of second-year TFA corps members being relocated from school district to charter-managed schools, many of which have adopted scripted curricula. This study sought to understand the following question: How do second-year TFA teachers placed in charter or turnaround schools in Philadelphia experience scripted curricula in their classrooms? An additional aim of this study was to contribute to the overall understanding of the effects of educational reforms, such as scripted curricula, on teachers and their autonomy and efficacy. The goal was not to evaluate TFA or the effectiveness of scripted curricula; rather, this study examined how TFA teachers perceive and experience such curricula. This study presents potential implications for TFA to consider when addressing scripted curricula in their teacher-training programs. This study also has possible implications for schools, districts, and policies dealing with issues of teacher retention, satisfaction, and professionalism.