The psychoanalyst is a student in the overabundant studio of resistance. This article inquires into such an affected learning position in educational contexts to ask what resistance to learning holds in store. What can it mean for the educator to assume the position of student in the overabundant studio of resistance and involve learning with questions of desire, subjectivity and intersubjectivity? I draw upon psychoanalytic insight, commenting on Freud's learning and the constructions he made from his discovery of resistance to the unconscious and Anna Freud's view of education as all forms of interference. This placement of resistance into the heart of learning with others is taken as advocating an ironic stance in meeting resistance. Clinical examples drawn from my work and the psychoanalyst D. W. Winnicott elaborate both subjective and intersubjective problems of interpreting resistance. I suggest that desire can be found in ordinary, painful and quiet resistance.