This qualitative study uses grounded theory to explore family responsibilities discrimination (FRD) as it relates to school teacher discretion at work and at home, and career advancement within the context of leaning in. The results of the analysis of the data from semi-structured interviews and exit surveys provide preliminary evidence that teachers' discretion is affected by their family responsibilities and perception of FRD, and that career advancement is directly and indirectly affected by FRD. Impediments to school teachers' willingness and ability to lean in are identified as themes, and suggestions are offered to improve workplace rights for teachers with family responsibilities.