The author reflects on her experience teaching undergraduate children's literature over several semesters and the impact of her action research study on her teaching. Using theoretical concepts of Third Space (Bhabha, 1994; Soja, 1996), the author examines the evolution of her philosophy of education and classroom practice. The author determines that students and teacher can co-construct the curriculum while still adhering to the institutionally approved course objectives. The importance of hybrid dialogues in creating a re-imagined classroom is described, as well as strategies to improve classroom discussions, activities and student assessments.