This paper interprets a tale of resistance and its dissolution in an Educational Psychology class of male tradespeople employed as Technology Studies teachers in Secondary Colleges. Changes in identity required by the transition from manual to mental labor are so difficult that negativism and an aggressive pupil control ideology permeate the groups' cultures. To assist the students to better understand their own circumstances, a strategy was employed at the beginning of the course that involved a discussion of the fictional, but culturally-specific story of an individual negotiating the dilemmas of his new career and lifestyle. The process facilitated self-disclosure among participants and provided a 'loan of consciousness' through which the group might reconceptualize their own experiences. A cultural 'transition' appeared to occur, providing conditions under which reflection on one's own ideology and practice might proceed. An important outcome of the discussions was an increasing use of compassionate, just and effective strategies, when working with their own pupils, and an openness to learning in other teacher education courses. "People Becoming Teachers and Students: A Case-Study" is appended. (Contains 50 references.) (Author/LL)