This paper reflects the feelings, efforts, difficulties, and frustrations of an education professor who re-examined his attempts to develop an approach to pedagogy that is autobiographical, dialogical, and collaborative, in which the curriculum is built around students' experiences and centered on student voice. The experiences recounted focus on a course entitled "Advanced Child Development for Teachers," a university requirement for inservice teachers studying for their master's degree. The primary goal of the course was that students would come to terms with the possibility of learning as a constructivist process that includes the active participation of the learner in the process of meaning-making. A second goal was that the teachers become conscious of themselves as teacher-researchers, rather than as passive recipients of received wisdom about pedagogy. The classroom was intended to foster a nurturing environment; the assignments included a reflective dialogue journal. The paper presents excerpts from the journals of both students and professor. The excerpts reveal the difficulties involved in developing a self-reflexive pedagogy and the professor's feelings of failure and inadequacy. (JD)