Invested Stayers, edited by Rodriquez (College of St. Benedict and St. John’s Univ.), Hallman (Univ. of Kansas), and Pastore-Capuana (Buffalo State College, SUNY), examines three landscapes (social, political, and discipline-specific) through the lens of multiple teachers and university faculty to provide a variety of examples of why teachers stay in education. The text does not provide a central list of ideas that one can apply to his or her specific context; however, themes emerge throughout. One is the idea of mutual benefit for the mentor and mentee and how their roles can shift over time. A second theme focuses on teachers empowered to make change, whether for a particular population of students (e.g., emergent bilingual) or against a system of injustice. A third theme considers creating relationships to mitigate a sense of isolation. . . the individual chapters can be read independently, and the literature that supports the research is excellent. Overall, this is an interesting examination of how teachers can thrive in challenging times prior to the impact of COVID-19 and could be helpful for teacher education programs. Summing Up: Recommended. Upper-division undergraduates through faculty.