The extensive body of research and knowledge on adult learners, has rarely been applied to teachers, themselves. Teachers, like adult learners everywhere, bring an assortment of experiences, needs, wishes, and fears to the learning process. Drawing on Kolb's learning styles and Blanchard's situational leadership model, the growth of instructors from novice to master teachers can be mapped. Progression through four developmental stages, or waves, results in an overall shift from teacher-centered to learner-centered instruction. In Wave One, the Discovery Stage, teachers are almost totally self-focused and directed. Novice teachers are often enthusiastic about accomplishing a new job or task, though they may lack some of the competencies needed to perform effectively. In this stage, teachers are especially concerned with "covering the material." In Wave Two, the Invention Stage, the self continues to be the primary focus, as teachers specialize in a particular area, and gain mastery of a specific learning and teaching style. However, at this stage, instructors also become aware of and ask questions about their "audience." In Wave Three, the Integration Stage, the self begins to be experienced more as a process and less as content, as instructors experiment with relationships among the teacher, the teaching process, and the learners. Dissatisfaction with what students are learning becomes a catalyst for inquiry, and teachers adopt new methods of instruction as they equate learning with doing. In Wave Four, the Reflection Stage, teachers perceive themselves as co-learners in and facilitators of a transformative process, marked by the actualization of learners' potential. A chart of the four stages and a short bibliography are included. (MAB)