This paper reports on a strategy for exploring the life-centric practice of a lecturer in Higher Education. The initiative for this inquiry arose out of the realisation that there did not appear to be positive, heart-lifting stories in a lecturer's current teaching experiences. Using an appreciative eye and supported by a critical friend, life-giving experiences were "stalked" from the past. The hope in this endeavour was to find greater meaning in the lecturer's best professional practice. Using an Appreciative Inquiry approach, this endeavour rejuvenated the lecturer's professional practice. As life-centric stories were recalled, provocative propositions were constructed that became the basis of a personalised action plan for future professional practice. This paper outlines the nature of the journey and the heartfelt discoveries.