This paper provides an interpretive framework for understanding what it means to work in a small school, building upon theories derived from investigating some of the smallest schools in Finland. One assumption is that research about the smallest contexts might bring some of the largest issues to the fore. Small schools in Finland can be called “endangered species” because of the school closures that are taking place, due to economical and demographical changes. Their vulnerable situation and uncertain future has made the teachers reflect upon values and purposes in teaching, as well as upon the meaning of their work. Although the twelve teachers interviewed express good work-related wellbeing, their narratives still explain the implicit tensions, demands and challenges of being a teacher and principal in a small school. The analysis contributes to the understanding of why some teachers do not persevere working in this context.