This paper describes how poststructuralist thought informed one educator's thinking about teaching and the relevance of poststructuralism to teaching, especially through the educator's experience at the North Carolina Center for the Advancement of Teaching (NCCAT). NCCAT was created to reward outstanding North Carolina teachers for their service with a chance to participate in interdisciplinary seminars on various topics of interest in the arts, sciences, and humanities. Teachers come away from the intensive week-long seminars feeling rewarded, respected, and renewed. The NCCAT program is not clearly delineated by any one model, but includes aspects of progressivism and disciplinary initiation. Teachers are informed that there will be no followup observation or measurement of how what they learn at NCCAT affects how they teach when they return to the classroom; rather teachers are invited to become members of a scholarly community. They are invited to sit at the seminar table as equals with scholars from the disciplines and to return to NCCAT as teacher scholars. NCCAT provides as its hidden curriculum a chance for teachers to discover and share each other's vulnerability. NCCAT believes vulnerability is endurable in a community of care and support. The paper suggests that, by confronting the poststructuralist era, educators have the power to reconstruct themselves and their programs in ways less confined by the strictures of modernist thought. (SM)