This qualitative study focuses on the classroom interactions of a high school science teacher and a resistant learner in a Grade 10 science class in Australia. Data are presented in the context of a creative nonfiction story based on experiences in a rural Australian high school. In the story, a science teacher lives up to the expectations of students, parents, and administrators by requiring a disruptive student to follow classroom rules. The teacher seeks advice from parents, teachers, and administrators for handling the resistant learner. By reflecting on action and having a network of support, the teacher adjusts her management style to help the student internalize socially acceptable classroom behavior. Implications of this research include: (1) issues relating to classroom behavior may take precedence over science curriculum and instructional strategies; (2) some students may fail to find relevance in the science curriculum; and (3) sharing classroom stories of resistant learners may facilitate teacher growth. (Author/PVD)