In this article, the author asserts that if Teaching Artists "must excel both as educators and artists, mastering the theory and practice of both fields, as well as the unique theory and practice that lies at their intersections" (Larson 13), then teachers who embrace the arts must master the creative process and experience what it is like to be Teaching Artists. Here, he identifies five stages that classroom and art teachers experience when cross-dressing: exchanging their "robes" as classroom managers, curriculum designers, and learning assessors for new "robes" as artists manipulating paint, creating character, and finding voice. Reflecting on how educators reclaim artistic identities offers teachers and Teaching Artists insight on how to empathize with each other and help with "figuring out who this other is." To learn what teachers experience when reclaiming their artistic identities, the author draws on the insights of 26 teachers who have enrolled in "Educator as Artist," a course he has taught from 2002-2004 in the Graduate Education Program at Saint Michael's College in Colchester, Vermont. Embedded in the "Arts in Education" Masters concentration, this class is designed for educators wishing to rediscover their identities as artists. These 26 teachers, whom he refers to as Educators as Artists (distinguished from Teaching Artists) were comprised of elementary, middle, and secondary classroom teachers, art teachers, and one arts administrator. They all have at least some understanding of Teaching Artist philosophies and practice, whether through a partnership with a performing arts center in Burlington or working with a visiting artist program in schools. (Contains 4 endnotes.)