This article analyzes both the self-representation and the actions developed by Chilean teachers during the period of the military dictatorship (1973-1990) and the meaningful educational reforms that took place during that time. This analysis focuses on the development and characteristics of the teachers' organizations before 1973, and offers a critical perspective regarding the impact of this period on the current self-perception of teachers, who as part of the professional, middle class are caught in a conflict between their own roles and the expectations of Chile's contemporary society.