In this paper I reflect on epiphany moments in teaching and learning and the ways in which writing such moments can serve both to refresh and revitalise what Palmer calls the inner landscape of the educator, while also offering opportunities to enliven pedagogy. I use the notion of the liminal disposition to position such writing as an agentic act in the face of bureaucratic and other professional pressures and drifts. I also use the work of Cixous to provide a theoretical framework for writing and for its place in transformative adult learning. I then present the epiphany moment itself in story form together with an account of its impact on groups of learners and discuss its status as good practice in adult education.