Research on teacher visioning has focused mainly on teacher candidates or on graduates from teacher-preparation programs. To explore a broader scope, this qualitative study investigated a cross-section of visions from three literacy teacher educators in three different universities, three elementary teachers, and three teacher candidates. This study was guided by the theory that visions are internal to the individual and shaped by experiences and socializations. The article answers the following research questions: (1) What are the similarities in teachers' visions across the experience bands? and (2) What influenced teachers' visions? Coding processes were in vivo coding and pattern coding. Findings revealed that visioning themes were similar across participants, regardless of their educational level or teaching experiences and that prior educational and personal experiences influenced visions.