The study seeks to provide insight into how "contested and ambiguous spaces" provide opportunities for "teacher agency." Data was drawn from a grounded theory study of teacher agency conducted with 17 public school teachers and one administrator in a co-taught inclusion program in a large middle school. Discourse theory, sociological theory, and empirical data contribute to demonstrating that teachers employ "discursive activism" to push against macro- and micro-structures within "contested and ambiguous spaces." These findings offer important insights into the experience of teachers in practical contexts, highlighting the importance of teacher voice as an avenue of agency available to teachers.