The study is aimed at understanding the unique culture of substitute teachers in the elementary schools, which is formed under the conditioned and institutional structure of schools. This is a case study of Phoenix Elementary School and the research subjects are six substitute teachers with different backgrounds in the same setting. The ethnographical research method is taken and the researcher has immersed himself in the research field for a long time to understand fully the formation process of the culture of substitute teachers. After the data is discussed and analyzed, the conclusions are as follows. First, under the influence of external conditioning structure, the substitute teachers are strived for recognition, but they encounter difficulties and setbacks frequently. Second, the substitute teachers participate in school administration positively, but end up with submission to the repression of structure in despair. Third, for asserting the value of their existence, substitute teachers are concerned with disadvantaged students particularly and it turns out that their students' academic achievements are greatly enhanced. Eventually, the actions they take in pursuit of professional recognition in a short period only turn out to be a painkiller.