A teacher educator, engaged in ongoing practitioner inquiry to explore self as well as program, examines her evolution as a teacher of teachers through reflection, systematic inquiry, and collaboration. Relating autobiographically, she conjures up her professional stories and listens to her voice in an effort to define and refine her role, reflect upon and adjust her practice, construct her own professional knowledge, and enact her commitment to education feminism and transformative pedagogy. Her perspective or vision is consistent with what Noddings (1994) describes as an ethic of caring or relational ethics, and her practice is grounded in the power of community and relational knowing. Through modeling, dialogue, practice, and confirmation, she seeks to create and maintain a caring and empowering community of and for teachers, and to make education the practice of freedom. The result has been self-actualization and empowerment for her students and herself. (Author)