This autoethnographic self-study explored how I, a hybrid preschool educator whose professional identity draws from both Japan and Iceland, transformed my understanding of love through praxis. The study's purpose was to better understand the form of love in my practice, which I have found deeply confusing. I aim to understand what love means to me and how it appears in my practice as a hybrid educator. Drawing on critical pedagogy, I explored how love is expressed in different cultural contexts. I used my teaching journal and reflective short stories to prompt my reflections on the past. My interaction with preschool colleagues provided narrative data. I used concept mapping to organise and analyse my data visually. I discovered three processes of love. In the first process of intangible love, I explored the Japanese way of expressing love with 'ai no muchi [whip of love]'. In the second process, tangible love develops upon accepting others. The third process opened my eyes to spiritual love based on mutual respect between educators and children. I conclude my reflection by identifying my hybridity as a mediator to expand the spectrum of love.