Excessive teacher entitlement results from interactions between and among social, institutional and individual elements. This study retrieves small entitlement stories of two teachers and one school principal from an online elementary teacher community in China. Through burrowing into the narrative data, this study presents how the three participants' selves are revealed in their interactions with different community members. The multi-layered relationships between entitlement, reflection, unknown self, personal/professional experiences, and teacher community are discussed. This study provides insights into how administrators, teachers and other educators can collaborate to foster teachers' self-understanding, with the purpose of ameliorating excessive teacher entitlement. [For the complete volume, "Understanding Excessive Teacher and Faculty Entitlement: Digging at the Roots. Advances in Research on Teaching. Volume 38," see ED614992.]