Utilizing elements of organizational socialization and teacher appraisals, emotions, and labor, the purpose of this study was to explore the ways in which one teacher navigated the process of incorporating the Teaching Personal and Social Responsibility model. A qualitative case study approach was applied with one teacher participant, Caroline. Caroline was using the model for the first time with children in first through third grade. Data collection included critical incident reports, semistructured interviews, informal interviews, and a practitioner journal. The two themes that were developed were: (a) model development and (b) emotional appraisals and labor. Caroline struggled with the model initially but improved with practice and the use of resources and advice. She faced setbacks due to philosophical differences and marginalization of her subject, and was able to address and process her emotions through the model.