Focusing on the emerging nature of teacher voice in educational change, this ethnographic study examined the process of teacher-initiated change through collaborative research in an elementary school. Four elementary school teachers, their principal, and a university professor were involved in the research. Qualitative data was collected through participant observation, ethnographic interviews, document analysis, and dialogue journals. Findings are presented as assertions supported with excerpts from the collected data (conversation transcripts, field notes, dialogue journal entries, etc.). The first assertion states that a culture of seclusion and isolation has contained teachers' voices within their classrooms, and that teachers yearn for professional opportunities to make their voices heard. The second assertion states that the creation of a culture for change begins with the establishment of a culture of collegiality and caring. Such a culture may be fostered by the creation of professional opportunities for teachers to engage in dialogue and construct knowledge with peers. Contains 35 references. (MM)