Most public school teachers in the United States now leave the classroom before reaching retirement. Research on teacher attrition has tended to focus on novice teachers, using human capital or organizational theories to understand trends in teacher exit. This study examines the accounts of certified, experienced teachers who left teaching after making significant investments in the career. The accounts of these invested leavers are examined through a lens of resistance, illuminating issues of power as well as the ideals of teaching that may be expressed through the decision to leave.