Researchers have found that teachers who have a strong vision for teaching can overcome obstacles in their classrooms. A teacher's vision is what he or she sees as his or her mission as an educator. Hopefulness, the feeling of possibility and attainability, is the necessary precursor to the successful implementation of a vision. Using the theoretical perspective of hope and a longitudinal multiple-case-study design, we investigated two purposefully selected teachers from their candidacy into their first years teaching, exploring how hope influenced the enactment of their visions. Findings suggested that there was a significant difference between the hopefulness of the two participants. Despite having similar visions during their candidacy, one teacher's hopefulness allowed her to stay consistent with her vision while a lack of hope in the other teacher candidate caused her to alter her vision and begin to doubt her abilities. Findings suggest that hope impacts the enactment of a teacher's vision.