Focusing on teachers' practices amid a national curriculum 'implementation' project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers' everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case study. Two teachers at one school are selected for detailed attention because--despite their significant engagement, commitment, and work towards enacting the new curriculum--their innovations were not sustained. These cases provide a useful site of analysis of change as a practice, rather than a more common focus on change as an outcome. De Certeau's theory of everyday practice is used to discuss how work-for-change is an everyday feature of teacher practice in schools enrolling students experiencing disadvantage. This aspect of teachers' work in these settings is seldom acknowledged because successes are easily obscured by deficit discourses. Other factors contributing to the invisibility of teachers' work-for-change in these schools include the often-intangible nature of teachers' professional successes amid more formally visibilized failures, the ephemeral nature of everyday practice, and a workforce context characterised by teacher and leadership transience.