International surveys and recent union opinion polls show that teachers in France increasingly feel that the image of their profession in society is particularly poor. Not unrelated to this, a more widespread feeling of unease and suffering at work is also developing within the profession. This combination of particularly negative feelings experienced by teachers in France suggests that the teaching profession is becoming more vulnerable, at least in its most subjective aspect. Other studies, more focused on school teachers, make similar observations, sometimes even more gloomy. Whether they focus on the start of a career or the premature end of a career, they show the initial disillusionment of school teachers and the anguish that this can generate, to the point of leading some to resign, sooner or later. In this chapter, we propose to look back at these various findings in order to gain a better understanding of the driving forces behind this process, which can be described as "professional disenchantment" among primary school teachers. And by considering different sources of vulnerability, we hope to better identify the different aspects of reality to which this rather ambiguous expression may refer. This leads us to distinguish two main types of teacher vulnerability : firstly, the vulnerability of the teaching job, based on an analysis of the rather bitter discovery made by school teachers who are just starting out about the conditions under which the profession is practiced ; and secondly, the process of professional vulnerability of school teachers, as part of the socio-historical evolution of the institutional and material context in which they work.