Everyone agrees that teachers' voices should be heard in their schools. But what does that mean? And how can teachers' voices be used to improve student learning? In this article, the author offers insights from his experience with the League of Professional Schools. As a result of the teacher empowerment movement that began in the mid-1980s and continued through the 1990s, it is rare these days to find a teacher, administrator, college professor, parent, politician, or consultant who does not believe that teachers should have a say on issues that affect the life of their schools. In fact, it is rare these days to find a school that has not found a way for teachers to take on various leadership roles within the school. Unfortunately, it is also rare these days to find a school in which teachers' voices are central to renewal efforts that examine the school's instructional practices with the express goal of improving student learning. Perhaps the current calls for democratic schools and schooling will encourage us to take another look at why many schools have stopped far short of their goals to empower teachers. The author provides his thoughts and suggestions on how teachers can have a more vital role in giving feedback about instruction.