Evidence suggests that teachers' visions of their ideal teaching may account for some differences in their development and effectiveness. In this study, we investigate the visions of teachers with differing trajectories of change in their practice. The paper describes trends in teachers' visions in the pre-service and in-service years across one cohort of new teachers. We explore the characteristics of vision for three subgroups based on scores reflecting the quality of their practice: those whose practice improved, those whose practice became weaker, and those whose practice remained stable. Teachers who maintained high practice scores or showed improvement on practice scores held visions characterized by specificity and coherence. Two cases are presented to illustrate the role of vision in beginning teachers' practices. Implications for future research and teacher education are discussed.