The effects that recent changes in Australia's vocational education and training (VET) system over the past decade have had on VET practitioners were examined. Interviews were conducted with 28 VET teachers working at a variety of sites across Australia, including technical and further education, adult and community education, private colleges, industry, and schools. The interviews established that the competitive VET market has invoked new roles for VET practitioners that are not only additional to the traditional "teaching" role but are also substantially different from it in terms of focus, purpose, and practice. Those VET practitioners who were involved in commercially focused activities spoke of having to negotiate their way through often-contradictory structures and modes of practice inherent in public sector operations. Their colleagues who were less involved in commercial VET activities were also confronted with new business discourses that contradicted their understanding of VET as both a broad educational activity and public good. The educational identity of most of the VET practitioners interviewed remained strong. Most shared a view of their work that places great importance on the teaching-learning relationship and on the educational norms, values, and modes of conduct underpinning that relationship. (The bibliography lists 39 references. The interview schedule and biographies of all 28 interviewees are appended.) (MN)