Description: Our paper provides three representations of Winnie Grandy's work and leisure during her eleven year teaching career Newfoundland state schools. Our discussion is situated in a body of feminist research that has been marked by its critical use of an array of sources and the discursive construction of women teachers in those texts. The first representation focuses on Winnie's initial appointment as an ungraded teacher at Battle Harbour in Labrador in 1933. We construct her as a respectable, young, white, woman teacher whose identity was challenged by the circumstances under which she lived and worked. In the second part of the paper we outline the process by which Winnie qualified as a second grade teacher and construct her as a mature and confident professional in the late 1930s and early 1940s. The third representation is based on our critical reading of a photo album compiled by Winnie during this period. We argue that Winnie selected and arranged these visual images of her leisure and social relationships to portray herself as an economically and socially independent, but also respectable, modern woman teacher. In addition, the paper pays attention to the social meanings that were attached to the places in which Winnie taught. We argue that the idea of place is intrinsically subjective and bound up with issues of identity. Methodology: To explicate Winnie's work and leisure we juxtapose official documents including her teaching record from the Newfoundland Department of Education, two interviews conducted with Winnie in the 1990s and Winnie's photo album, compiled during her teaching years. The two interviews conducted with Winnie provide insights into how she interpreted her early teaching life. The portion of Winnie's photo album that deals with the period 1933-44 contains 120 photos. Winnie chose to arrange the photos roughly chronologically and she labeled each page with a reference to place and some with dates as well. In so doing she directed viewers' attention to the geographic and temporal context of the content of the album, namely her leisure and social relationships. Conclusions: Our examination of Winnie's positioning in texts constructed by herself and others suggests that her identity shifted over time and in different contexts. There are significant differences between the Winnie whose identity as a young, white, woman teacher was challenged when she was teaching at Seal Island, the mature and confident professional and the modern woman teacher whose work and leisure were represented in her photo album. Paying close attention to the discursive constructions of Winnie's contemporaries across a range of countries will generate further insights into teachers' lives and work internationally.