This study explores aspects of teachable-moment-oriented curriculum practice by questioning whether a teacher's teachable moment is relevant to the learner's "learnable moment". For teachable-moment-oriented curriculum practice to result in developmentally and culturally appropriate meaningful learning, transforming the identity between learner and teacher seems imperative. Data collected from naturalistic settings in various teacher education contexts over the last few years are used. Both prospective and in-service teachers' images of teachable-moment-oriented curriculum practices are presented. (Contains 2 figures and 2 notes.)