Teaching has been an exciting adventure for me. When I first began, my undefined teaching philosophy centered on engaging my students in fun, interactive activities to improve their writing skills. And I succeeded. But as I began learning more about literary writing and teaching, I felt my philosophy shifting—though I didn’t even realize articulating a teaching philosophy was something I should be doing. I became determined to fill my students’ heads with as much usable information as possible. In some ways that shift was important because I needed to figure out how to use class time more effectively; but the harder I tried, the more it seemed like I had reduced excitement about learning without increasing learning. It was a classic case of moving from not knowing I knew nothing (unconscious incompetence) to knowing I knew nothing (conscious incompetence). By my third year, I was more relaxed and my students were opening up. I was moving toward conscious competence: I knew more and I could apply what I knew. I was having success with my students, giving them enjoyable and productive learning experiences. Now, as I finish up my sixth year of teaching, I’m heading toward unconscious competence—I’m being effective without overthinking every move—and my students are benefiting. I look forward to continuing this adventure, constantly learning new techniques and concepts through professional development, research, and service.