This paper explores how "revolutionary love" may be a viable response in a teacher's pedagogical practices. To do so, we present an in-depth case study of one teacher in a reindeer herding village in Finnish rural north. The paper asks what does revolutionary love mean in teaching practice and what distinguishes loving from non-loving teaching practices? What are the implications for the prospects of personal and community transformation? The findings from this study show the manifestations of transformative loving responses in teaching practice and the opportunities that are created for learning and growth. The study has important implications for educational change in small communities and makes a contribution to considering love-as-revolutionary praxis in teaching.