Teacher practice is rife with tensions. Tensions around what and how best to teach, how to manage situations with students, and how to manage situations with colleagues, administrators, and parents. These tensions are often seen as pairs of opposing internal and external forces: this assessment is better, but it takes a lot of time. These forces are inescapable, and teachers have to learn to either manage them or resolve them. In this paper we look closely at tensions through the lens of opposing forces and, more interestingly, how teachers either learn to live with them or work to resolve them. And, in particular, we look at how this work differs if the tension exists between internal forces, external forces, or a tension between an internal and external force. Drawing on case studies of seven different participants we dive deep into the murky world of the lived experiences of teachers to understand better the way that tensions contribute to their beliefs, decisions, and actions.