This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the organizational structure and positioning of TFA. Qualitative phenomenological interviews focused on participants' initial educational experiences, TFA participation, and the impact of their experiences on their overall conceptions of teaching. Findings illuminated participants' concerns over entering teaching due to its seemingly lower occupational stature that TFA would allegedly alleviate, as well as participants' growing reverence for teaching upon departure, reverence attributed to their teaching experiences irrespective of TFA. This research exposes how TFA and neoliberalism shape our understanding of teaching, and calls our attention to how we can elevate the teaching profession amid a neoliberal discourse that threatens its existence.