This research seeks to determine the possible impact the use of mandated scripted curriculum has on veteran teachers' professional identity. This qualitative study used an interpretivist lens and a narrative methodology. Narrative inquiry (Connelly & Clandinin, 1988) will be used to understand veteran teachers' professional identities as teachers of reading in the primary grades and whether they are impacted by the directive to use scripted programs with fidelity when teaching reading. The participants were five teachers with a minimum of 20 years of experience teaching reading in the primary grades. Teacher agency was considered as a foundational factor in the study with interviews as the method of data collection. The data was analyzed inductively, looking to derive codes. The final themes derived from the coding process are low percentage use of prescribed curriculum, integration, agency with the subsets of professional knowledge and judgment, and differentiation. The key research findings were that veteran teachers' practices and beliefs do not align with the mandate of using the scripted reading program, and there is a negative impact on veteran teachers' professional identity when dictated to teach in a way they do not feel aligns with their belief system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]