The original meaning of pedagogy is grounded in the relational and intentional responsibility of adult to child. The vulnerability of the child calls forth a loving attitude from the adult, as pedagogue, that is directed toward the physical security and the social, emotional, and educational well-being of the child as student. The lived experiences of five teachers and their students presented in this paper demonstrate that pedagogical love as a favourable influence, or auspice of heart in teaching, is a mediating influence within the transactional curriculum. In the learning process, human beings, whether child or adult, develop an understanding of themselves and Other and in the process share a common heart. Pedagogical love cannot be perceived, nor received, in a curriculum environment in which feeling for the Other is absent or marginalized. Pedagogical love invites teachers and their students to actively participate in the understandings and knowledge that co-emerge in the transactional curriculum.