The authors of this article argue that professional development on literacy instruction should go beyond instructional methods to teacher identity. Reading and discussing poetry and literature, as well as writing to examine powerful themes in teachers' lives, can help educators explore and deepen their identity as language arts teachers. Casbon, Shagoury and Smith describe a two-year personal and professional development model based on the work of Parker Palmer called the Courage to Teach. Interviews and surveys with participants showed that the retreat setting, seasonal themes, and human interaction had a profound effect on teachers' and administrators' renewed commitment to literacy education.