Excluding teachers individual stories from current education research reifies simplistic images of teachers. More complicated stories are necessary in research for educators to examine how the mind, the body, and the professional and personal lives of teachers matter in schools. Bodily images of teachers provide an access point for considering what is socially and culturally accepted in a specific community and time. The purpose of this interpretive feminist interviewing study is to use narrative methodology to interview seven teachers who have experienced a personal change and have perceived a subsequent difference in how they were considered publicly. Ricoeurs (1971/2007) theory of action as text is used with de Lauretiss (1984) theory of imaging to establish the body as a text that can be read for meaning. Interviewing was the method of data gathering. Analysis moved from a general thematic analysis (Riessman, 2008) of content to Discourse analysis (Gee, 1999) driven by linguistic and graphic signs.Participants told stories about their bodily images and actions resulting in meaning about the participants, regardless of the body being observed directly or indirectly. Bodies were read by the school community, and meaning was attached to action that occurred as well as potential action. In some cases, participants purposefully made their bodies texts to be read. During the practice of reading bodies, readers joined context, readers expectations, and body signs to develop meaning about the women. Participants took different career paths, but their teacher images were factors across all participants' careers.Further exploration is needed into the matter of reading potential action to develop the potency of Ricoeurs (1971/2007) theory of action as text, and there is evidence that researchers need to attend to the influence of observers expectations in de Lauretiss (1984) theory of imaging when translating the theory from cinematic studies to face-to-face communications. Teacher educators are obligated to guide teachers in understanding how their personal lives and bodies are involved in the politics of education, and teacher education researchers need to bear witness to the cultural influences of participants and themselves when working with notions of cultural models of teachers.