In the field of multicultural teacher education, some scholars, notably women, have shared classroom experiences which reveal that the definition of appropriate boundaries in teacher-student relationships can become blurry; that is, the wielding of teacher authority in multicultural education, a field committed to examining and dismantling oppressive structures and practices, can become itself problematic. In this essay, the author shares stories from professional and personal parts of her life that accompany her on her journey towards self-actualization. These stories illustrate how, onto a single teaching moment, are interpellated conflicting desires that a spirituality of practice in multicultural teacher education is helping her reconcile. She uses these stories because of their therapeutic potential. She believes narrative, in revealing the human need to resolve internal conflict, can promote personal development and build relationships that improve life, not only for oneself, but for others. The author offers her stories in hope that they will relate to individually-experienced conflicts and articulate concerns that affect individuals. (Contains 3 footnotes.)