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This qualitative, multi-case study investigates veteran, dual-language teachers in urban elementary schools in the Southwest United States and how these teachers manage to continue teaching despite education "reforms" that have contributed to increased attrition among their peers. Each participant contributed qualitative data through a narrative questionnaire, two interviews, two focus groups, and physical artifacts. Coding and analysis of each case was inductive and involved the identification of patterns and themes that emerged from the data. A cross-case analysis was conducted. Modern Critical Theory served as the theoretical lens. Teachers as advocates for their students' cultural, linguistic, and socioeconomic well-being emerged as the most salient factor contributing to their resilience. Also important were personal traits, education and professional credentials, dedication to dual-language education, and successful resistance against "reforms." The findings could be of use to schools, districts, and states interested in retaining veteran teachers in urban contexts where "reforms" are often applied with greater scrutiny and accountability than other contexts, and where the consequences of "reforms" are the most severe. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]