Boys and girls are enculturated into an adult life where men hold more power, make more money, and have higher self-esteem. Society, including the institutional practices of schooling, teaches and sustains inequitable gender roles. Extending "women's work," female teachers are instrumental in this reproductive process, unconsciously perpetuating through example and expectations the distinctive hierarchical identities that students will come to inhabit. Through a critical examination of teacher beliefs, this article illuminates how discourses revolving around traditional notions of womanhood influence how teachers construct their subjectivities as women, mothers, and teachers. Although traditional notions of women are not necessarily negative, they can limit how teaching and teachers are perceived. These teachers reveal their inner struggles with these traditional conceptions.