This reflective paper attempts to share and bring an emerging postmodern constructive understanding to how higher education agents define the concept of holistic work in a way that is different from the traditionally categorized notions of teaching, research, and service. Through detailed descriptions, two teacher educators (from the School of Education in College of Professional Studies at Florida Gulf Coast University) recreate the events that they have individually and collectively experienced to convey the influence these events have had on the deconstruction, reconstruction, and new construction of their roles. They advocate that to realign and acknowledge the interdependency between what educators teach, how they study, and where they serve the community is imperative in the organism of current higher education. Discussion inquiries included how teachers struggle with issues of defining and/or changing professional roles in teacher education; how teachers and institutions redefine professional roles in teacher education; how changing roles impact teachers' annual, tenure, and/or renewal evaluations of their work; and where teachers are going regarding teacher educator roles in higher education and whether they want to go there. An appendix presents the School of Education Position Statement on the Nature of Faculty Roles and Responsibilities. (Author/SM)