In 1998, I joined with four doctoral students at the Harvard Graduate School of Education—Susan Kardos, David Kauffman, Ed Liu, and Heather Peske—to create the Project on the Next Generation of Teachers. We all had been teachers (they far more recently than I) and shared an interest in strategies to improve teachers’ experiences and accomplishments, especially those new to the profession. At the time, a very large cohort of veteran teachers who had made teaching their career since the late 1960s and early 1970s were beginning to retire. They were being replaced by a new generation of teachers who were entering in a labor market with many professional options, which were unavailable three decades earlier to woman and to men of color--teaching's traditional recruits.