Reflecting on past experiences is an important problem-solving technique when teachers face new situations. In fact, teachers' attitudes and practices are highly influenced by their prior experiences as both learners and teachers. This paper is based on the premise that growth as an effective teacher is enhanced when one reflects more deeply about what one believes about teaching and learning--and why. It considers the use of memoir writing to gain insight about how one's values, attitudes, and perspectives about teaching and learning are "formed." A "memoir" is defined as a combination of story telling and essay writing, both narrative and reflective. During the 2003-2004 academic year, the author led a "writing community" at the University of Minnesota that helped participating faculty write their "memoirs of teaching." These memoirs focused on periods in which the faculty members' values, attitudes, and perspectives about teaching and learning had been especially influenced. In addition to co-leading this community of "memoirists," the author also participated in writing his own memoir of teaching. This paper presents that memoir. (Contains 1 figure.)