The purpose of the present research was to model a storied-identity approach (Drake, Spillane, & Hufferd-Ackles, 2001; Ibourk, 2015) to explore the career path of a mediocre teacher. Using qualitative data collected over a 10-year period, the research depicts how the teacher's identity was shaped and re-shaped by factors including teacher preparation, school environment, personal commitments, and relationships with students. This research demonstrates how the participant's failure to develop storied strategies resulted in his mediocre performance. In particular, the participant's storied-identity reflects how he encountered problems setting expectations, developing relationships, utilizing skills as a reflective practitioner, and demonstrating a commitment to the teaching profession. The study was limited to one teacher due to difficulty recruiting mediocre teachers and the time needed to gather longitudinal data. This study promotes the examination of data from longitudinal and qualitative research studies to study teacher education, professional development, and teacher evaluation. Additionally, the study calls for the development of storiedidentities to facilitate recognition of mediocrity in the teaching profession. Recognition of and ensuing action regarding mediocre teachers will improve educational opportunities for all children.