Teacher education programs rarely help teachers develop those attitudes and skills that will enable them to identify and speak out for that which they know and value. This research reports on a preservice program based on the assumption that by systematically requiring teachers both to reflect on their own practice and to seek out and respond to the reflections of other teachers, teacher education programs can help teachers develop their own professional voice and that of their colleagues. This paper describes the evolution of the researcher's own voice and the theoretical considerations from which the research emerges. These considerations relate to the social context of teaching--the structure of the school, the culture of teachers, and the concept of teaching as gendered labor. In addition, the paper discusses a preservice curriculum designed and implemented in response to the perceived need for teacher education programs to help teachers develop a professional voice and the methodology through which the response to this curriculum was studied. The data indicate that the development of a teachers' voice can be enhanced by appropriate teacher education curriculum and methodology. Implications for teacher education are discussed. Thirty-one references are listed. (IAH)