The main argument behind this paper is to extend our understanding of teachers' personal experience of change (at work and life). A first objective is to describe changes seen as important for teachers as they influence and affect them, changes they perceive, mention, detect as significant for their work and life. We describe how they experience these changes and the strategies they develop to face them. We also analyse the effects of their attitudes, by exploring their implications for professional knowledge, learning at work, professional strategies, etc. After describing and analysing the personal teachers' accounts and experiences of change, the second objective of this paper is to compare emerging patterns between countries and between generations of teachers. The third objective is to show if the personal teachers' accounts through interviews overlap with their actual, observable work in school as results of ethnographic observations. Here we discuss teachers' working conditions as part of given structures that limit/enable teachers' action. Finally, the fourth objective is to link those personal accounts to structural characteristics to see generalizations that can be done at a European level.