Frank McCourt's "Teacher Man" illustrates, among many things, one teacher's perception of the gap between educational theory and practice. A premise of this article is that McCourt's narrative of his 30 years as a high school English teacher is the record of a gifted reflective practitioner and, as such, has practical and theoretical relevance to prospective art teachers. For McCourt and other educators, the common denominator of teaching has been managing "critical moments" in the classroom. McCourt felt that educational theories were not helpful for navigating such moments. However, he recorded how he engaged his students with intuitive, quirky, and imaginative lessons, and these dramatized moments of reflection and success may be inspirational for anyone thinking of a teaching career. Throughout this article, connections are made to key art educators and educational psychologists, some of whose theories have positively impacted teaching. Given that teaching frequently requires quick responses to, and reflections on, critical moments, McCourt's vivid narrative provides future teachers a striking and visceral introduction to this aspect of practice.