Flow theory has not been previously applied to faculty experiences in higher education. Upon carrying out this autoethnographic self-study, I discovered that my experiences as a community college instructor were riddled with periods of being in flow. During the spring academic semester of 2010, I created weekly journals of my teaching life. Then, I coded and analyzed the journals and three themes were generated: preparation rituals, feedback, and solidarity. This self-study provided me with a wealth of knowledge about my own teaching and could assist others in understanding their own teaching experiences. It also highlighted the importance of affect in the college classroom. This study adds to the existing literature on flow theory, college teaching, and autoethnography.