This book is a collection of highly personal, contextualized stories of teachers inquiring into their own experiences as learners of language teaching. As such, their stories  represent the journey of how they know as well as what they know. The intent of this collection is to bring into our professional conversations teachers' \ways of knowing\ so as to transform our own understandings of language teachers and language teaching. By making their ways of knowing public, teachersŐ own understanding of the activity of language teaching is validated.