Much of K-12 teaching privileges White, upper-middle-class ways of being, thinking, feeling, and interacting. Integrating arguments from moral philosophy and empirical work on teaching and teacher learning, we (a) conceptualize transformative practice, including its moral rewards; (b) frame teacher dispositional virtues that modify their practice; and (c) identify roles that teacher education and K-12 schools play to support teachers by developing virtue and providing structural conditions for accessing the moral rewards of transformative teaching. We illustrate these points with a scenario of teachers working together to plan, enact, examine, and revise their practice to transform it and conclude with suggestions for teacher education programs and K-12 institutions.