In this article, Edward Janak shares his experience with Educational Foundations for the past thirty years. It spans from being an undergraduate pre-service educator in the 1980s, to being a master's degree student and a doctoral student in Educational Foundations from the 1990s and early 2000s, to being a full-time faculty member in Educational Studies for the past twelve years. The narrative is a blend of historiography, storytelling, and autobiography. It explores how the study of Educational Foundations, particularly in teacher education, has been gradually but systematically pushed to the side in favor of more current, but less meaningful, study. Colleges of education today provide students with the latest information on what is considered current best practice, but as this is not grounded foundationally students never understand the "why" behind these practices, making such study less meaningful. Ultimately, this narrative is designed to serve as one means of informing current discussions on how to prevent Educational Foundations from becoming extinct in colleges and schools of education across the U.S.