Many teachers perceive an erosion of their professionalism since "A Nation at Risk" appeared, and they have felt that erosion accelerating since the enactment of the No Child Left Behind Act. Myriad factors contribute to this climate so contrary to teacher professionalism: poor funding, poor parenting, overstuffed classrooms, low-quality teachers, and the expectation that school should be the remedy for all of society's ills. One specific issue that undermines the profession of teaching is the pace and content of a teacher's daily schedule. It points to the real problem of education: the incomplete superimposing of a "factory model." "A Nation at Risk" sought to bring the best and brightest into teaching; but talented, creative, and well-educated individuals have little desire to be doubted, monitored, micromanaged, and flooded with busywork. In addition, public perception and politics have kept teachers out of the ranks of professionalism. In this article, the author contends that the only possible way to change the situation for the better is to allow teachers to play a greater role in defining professionalism. (Contains 3 notes.)