Teachers are often master students who thrive in structured school settings; however, not everyone learns well in school. There is a great responsibility for adults in schools to support students as thriving learners. What barriers are there to student learning? What changes are needed to nurture learning? How can we best learn alongside others? Through autobiographical narrative inquiry, the author has explored these questions in an effort to bring forth transformation. The author's research began with selecting experiences fraught with tension and a feeling of incompletion, followed by writing personal autobiographical narratives of these experiences, and re-reading them. One autobiographical narrative was selected with the purpose of delving into the research puzzle in an attempt to draw learning experiences from re-viewing the narrative, and exploring new understandings of how to learn alongside others. It is the hope of the author that others in the discipline may also glean some information that will aid them in shifting practice and perspective.