The purpose of this study was to describe a group of graduate students who attended a self-education class and interpret their reactions using autobiographical case study methods and the researcher's subjective lens. The graduate course in self-education was designed to study self-education as a phenomenon of interest and to enable participants to explore dimensions of themselves not yet explored. About half of the 17 graduate students were professional educators. Self-education is conceptualized in this study in terms of three traditions: intellectual traditionalism, social behaviorism, and experientialism. The study describes the course, the group, the professor, the sources, and the readings that each participant separately and all participants in combination put together. Artistic sources were used to talk about and further self-education and personal development. The paper discusses the implications of self-education courses for teacher inservice education and other professional development. (Contains 39 references.) (SLD)