Like most professors, the author has spent years mastering the content and skills of his discipline; as a veteran instructor, he has also spent years contemplating how best to share what he's learned with his students. He has come to realize that, in working to expand what his students know and can do, he has also--for better or worse--affected the kinds of individuals they are becoming. But in entering into areas related to personal development--particularly those in which attitudes, values, and aspirations are at stake--he still lacks the confidence more readily evident in his conveyance of content and skills. He still needs to understand--as he suspects others do--the less visible linkages among knowing, doing, and being. He needs to consider, as Parker Palmer once asked, "Who is the self that teaches?" In the end, the self he presents in the classroom reflects the hopes he has for his students. These hopes include the acquisition of knowledge and the development of new capabilities. But such knowledge and capabilities must be informed by a greater attentiveness to character.