What do the factors underlying teacher norms imply about opportunities for changing those norms that hinder children’s learning? I address this question by analysing the transcripts of interviews that I conducted with 14 pairs of interlocutors from various contexts (with a focus on the Global South), each of whom had complementary expertise related to teacher norms. Based on this analysis, I develop a conceptual framework for mapping the factors that sustain teacher norms across four domains of teachers’ experiences: selves (“what I value”), situations (“what can be done”), standards (“what those in charge expect”), and society (broader influences). Different configurations of underlying factors across these domains can lead to different types of norms: coherent norms, compromise norms, and contestation norms. Each of these types represents a different way in which teachers might respond to a top-down standard. I illustrate these between-type differences by discussing examples from the interviews of teaching narrowly to certain standards and of being absent from the classroom during scheduled lessons. Each type of norms offers distinct opportunities for change by influencing aspects of teachers’ selves, situations, and standards in particular ways. Additionally, one broader opportunity for change is reshaping societal narratives about education and the teaching profession.