Since the mid-1980s there has been an increasing chorus of calls for professors to reimmerse themselves in the rigors and realities of teaching in a K-12 classroom setting. This paper reports on the rewards and risks its two author/educators encountered in their K-12 classroom teaching reimmersions. One author voluntarily initiated a year-long employment exchange with an experienced fifth-grade teacher as a way to get back in touch with classroom teaching after serving for 17 years as a university-level teacher educator. The second author experienced a classroom teaching reimmersion due to his university's Professional Development School (PDS) agreement. The paper summarizes the risks and rewards that result from their K-12 classroom teaching reimmersion experiences. It concludes with a set of three recommendations for professors who are considering or who are being urged to take part in any type of K-12 classroom teaching reimmersion. (Contains 22 references.) (BT)