This article presents several letters in which a university mentor shares her reflexive notions of how she lives as a teacher researcher. In her letters, Julia encourages teachers to embrace what she calls "An Embodied Aesthetic Curriculum." When teachers are able to develop "embodied aesthetic wholeness", they are capable of deepening transformative teaching and learning practices. Julia also shares her ruminations on how the body can inform experiences of teaching and learning when the divarication of mind and body are reunited. (Contains 1 note.)