Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Teachers work within structures of power to establish themselves as legitimate authority figures worthy of respect. This is complicated by the multi-faceted relationships of power existing everywhere in schools. In this study, I use a grounded theory approach to analyze the reflections and practice of public school teachers as they seek to establish positive classroom cultures and make an impact in their school communities. They navigated, accepted, and resisted shifting structures of power to find small spaces to carry out their own agendas.