A phenomenological research project examined a holistic school in Ecuador and a creativity methodology program in Vietnam. The educators in these programs have dedicated themselves to implementing a holistic and humanistic vision and philosophy of education in their teaching practice. The study demonstrates how they have successfully created a caring, nurturing, and nourishing learning environment where learning to live and to create, living to transcend, appreciating relationships, and educating for peace are modeled and fostered. In-depth interviews were conducted with eight educators at Colegio Integral in Quito, Ecuador, and with the founder of the Center for Scientific and Technical Creativity (CSTC) at Vietnam National University in Ho Chi Minh City. CSTC teaches creative problem-solving techniques to adults. The themes and patterns that emerged unfolded as an interwoven web of knowing, doing, being, and becoming. That is, the four most important dimensions of holistic educators were the integrated knowing of the self, the academic subject, the students, and the world; the harmonious doing to create a nurturing learning environment; the genuine being to serve as authentic modeling; and the ever-evolving becoming that seeks the deeper meaning and larger purposes of life. (SV)