This narrative study tells the teaching and learning story of the recently retired Dr. Peggy LePage, a longtime member of the Human Anatomy and Physiology Society with a career as a community college anatomy and biology professor spanning nearly three decades. Drawn from a lengthy narrative interview, this paper describes Dr. LePage's background as a nontraditional student and explores her resilience as a woman in science, technology, engineering, and mathematics (STEM). When Dr. LePage neared a breaking point early in her career, an encounter with a well-known advocate for active learning in science classrooms transformed her pedagogy. She also became involved with HAPS and never looked back. Narrative passages from her interview emphasize Dr. LePage's persistence in STEM, her shift toward a teacher as learner mentality, and the benefits of learning communities for anatomy and physiology instructors.