This study was conducted to explore the process of teacher and principal change initiated by elementary school teachers who wished to replace the school's culture of isolation and seclusion with a culture of collegiality and caring. Their vision of change and the change process itself was intertwined with the development of a sense of teacher leadership and teacher voice. The teachers, the principal, and a university researcher engaged in an action research project to explore, initiate, implement, and document change at the school. Data were gathered utilizing participant observation, ethnographic interviewing, document analysis, and dialogue journals. Results suggest that voice and reflection are the common threads that weave cultural change, and that teacher, principal, and researcher narratives change into one collective narrative. A subsection of the paper examines the assertion that the nature of one's own voice, critical reflection, and change are intimately linked. The finding and silencing of voice, critical reflection, and change are reciprocal, interactive, and dynamic processes. (Contains 20 references.) (LL)