Volumes of literature outline the benefits of using journals in the classroom, most of which give methods on how to generate, administer and assess student journal writings. And although vast numbers of publications overflow with literature retelling theories and methods on how to engage in reflective practice, few are the submissions of concrete case studies of professional teacher diaries and fewer still are submissions made by young adult EFL teachers. This paper offers a glimpse into my genuine emotions as I experienced "feeling like a teacher" for the first time. During the spring semester of 2011 I implemented a personally designed curriculum and recorded my observations and sensations in a reflective journal. The results are offered here in an attempt to bridge the gap between theory and practice in the ELT.