From the author's dissertation abstract: Women teaching in elementary classrooms have been the backbone of education, but few studies have focused on the career history of women teachers. This study investigates the career history of women career teachers through an examination of the literature on career teachers and the history of women in teaching. Oral interviews were conducted with twelve women career teachers currently teaching in urban elementary public schools, who have taught for at least 12 years and plan to teach until retirement. Four areas of inquiry guided this oral history: (a) personal history including career choice and early experiences; (b) decisions related to commitment to teaching, including rationale for remaining in the classroom; (c) identity of women career teachers, including gender as an issue/influence; and (d) concerns about students, parents, and schools. The oral history methodology enabled women to reflect upon past and present aspects of their teaching career through the oral interviews. Here, in retrospect, oral history engaged women teachers in creating an untold story. This historicizing of their career experiences served as a vehicle for their voices to be heard. The results of the study are reported in spoken portraits of the career teachers and commonalities discovered in the interview texts. The spoken portraits presented each career woman teacher's own unique story and collectively form a text which adds their career life stories to the body of literature on teachers. The experiences which women career teachers hold in common are: career choice, urban schools, career goals, commitment, identification of a career teacher, advocating women's rights, success, child abuse, parental struggles, and the serious social problems facing schools. A concluding discussion presented interview commonalities in the literature, and emerging issues of history, women, and voice. By connecting with their history, women career teachers as vital, contributing members of the profession become actively involved in research on teaching.