This article of linked, short essays reflecting on the experiences of five female scholars across three disciplines--law, social work and political science--draws upon Britzman's (1991) notion of the "dialogic discourse" to explore how these professors' sense of self is constituted through interplay with colleagues and their perceptions of students within the classroom. The authors explore the teacher/learner relationship as a dialogue within which learners and educators shape each other as they come to understand how and what they know. What the collection makes explicit is what is often only implicit, that the ways in which professors understand their practices and subjective self is central to the identity of "a professor," which is never stable or certain, but is always a creative practice. Such practices, we argue, are best sustained through collegial reflective practices that help us make sense of ourselves and continue our work.