This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? I draw upon my memories of my own teachers and students to address these questions. As I portray my teaching-learning experiences as textual "snapshots," I find that my dearest memories come from when I have been in dialogue with my teachers and students. This investigation leads me to pedagogy centering attention to teacher-student relationships; a humanizing pedagogy that I discover, embrace, and which redefines and recreates my teacher-learner self. (Contains 1 footnote.)