I am a teacher who teaches teachers. When I use that description to introduce myself, it always seems awkward, highlighting the complexity, the ambiguity, and the apparent contradictions of the enterprise of teacher education. This chapter is an account of how I teach teachers, why I teach them that way, and how I came to hold the views and display the practices I do. To start at the beginning makes as little sense as starting at the end. And so I begin somewhere in the middle, work my way back to the beginning to indicate the origins of some of my beliefs and practices, and then return to the present, acknowledging debts and treasured connections made along the way.