In this personal essay, the author describes her development as a teacher over a quarter of a century. Specifically, she discusses how, from her originally negative attitude toward content reading strategies, she grew to embrace the concept in her science classes. Drawing on her experiences, she provides examples of how her teaching has changed and how the changes have affected her students' performance. Now, she has switched fields to reading education, and states that she has found more answers to her instructional questions in the reading field than in the science-education field.