Believing that the objective, analytical, and competitive modes have already been overemphasized in educational institutions, many feminist teachers stress the subjective, contextual, and collaborative. Such changes involve not only a commitment of energy and time, but also an important shift in a teacher's perception of what counts as knowledge, equity, and learning. This raises the questions of what it means to be a teacher in the midst of making these changes, how a feminist writing teacher might view her own movement to a philosophical position and teaching style that challenge the assumptions of her own education, and how teachers interpret and remake their traditional pasts as students to help understand and evaluate what they are now attempting to do as teachers. The stories of three feminist writing teachers who had experienced these changes and who combine memories of their college learning and discussions of their current classroom practice to illustrate how they dealt with these questions take up the greater part of this paper. Certain patterns emerged: that the feminist teachers had experienced intellectually stimulating educations that failed to develop subjective response or allow the voicing of personal concerns, and that they came to use the past to critique their current practice. (PRA)