There is no shortage of important research findings describing how educators may improve the academic and social achievement of adolescents (Ames and Archer 1988; Anderman 2002; Goodenow 1993; Committee on Increasing High School Student Engagement and Motivation to Learn 2003; Turner et al. 2003). Despite the soundness of this research and the earnest application of its recommendations, teachers of early and middle adolescents may still feel themselves in last place when it comes to their position in adolescents' pantheon of influence and admiration. This article is concerned with the importance of adults in the lives of adolescents. It provides a description of Erikson's (1968) theory that, almost forty years earlier, detailed the process of identity formation during adolescence and the prominent role played by adults. Erikson's work points to ways of thinking about the teacher-pupil relationship that, along with more recent research findings, may help teachers exert a positive influence on adolescents' future, especially those at greatest risk of failure or dropping out of school.