During the past two decades there has been a concentrated effort to enact standards-based education reforms at the federal, state, and local levels. Following a grounded theory approach, this article examines the experiences of secondary social studies teachers who have been directly impacted by the incorporation of English Language Arts based critical thinking and analytical skills to the New York State social studies curriculum. The findings reveal that teachers are frustrated by tensions that have emerged between standards-based reform implementation and the core tenets of social studies instruction. Additionally, teacher frustrations are augmented by a sense that they have been effectively silenced in the reform implementation process and seek relief through various means. This article originates a new theory about diminished autonomy's effects on professional engagement and contributes to the field by providing a model for school leaders to alleviate teacher frustration by means of professional empowerment. The new theory provides insight for school leaders to leverage a classroom practitioner's desire for self-efficacy and ensures successful adaption to a continuously evolving educational landscape.