Across the nation, educators continue to face challenges as they work to individualize instruction to meet the specific needs of their students. However, theory suggests that teachers who possess a clear vision for teaching creatively weave their personal convictions for teaching with instructional practices. Drawing upon a teacher's (first author) account of her vision and the classroom literacy practices structured over the course of one year, a practical approach is taken to address teacher visioning as a way to sustain teachers' creativity despite the pressures associated with teaching in today's educational climate.