This essay examines the author’s experiences with becoming a teacher-researcher-leader across many years within two contrasting urban public school contexts. The article works against a traditional “myth” that views teaching as de-professionalized, low-skill and instead argues for teaching as professional, collaborative, political, and intellectual. The essay makes this argument by offering thick description of various teacher research projects and teacher leadership moves to illustrate how teacher inquiry can be used to improve student learning, improve teacher practice, and work toward equity and justice in classrooms, schools, and society.