As educators we talk a great deal about theory to practice, and we hope our candidates will understand and make the connections needed in order to apply their theory to practice. Often though, we do not spend enough time helping our candidates discover what their own theory base is and thus that theory to practice (praxis) connection gets broken. One of the ongoing assignments for our graduate program in reading requires students to write and then revisit and rewrite their literacy philosophy. The majority of our students are classroom teachers at the PreK through 12th grade level. Most teach a variety of subjects requiring a lot of reading and writing. However, a growing number of students working with developing readers at the college level are entering our program. As they do, they bring with them different challenges--challenges for them and for us as we work to make the curriculum relevant to the differing literacy instructional needs of our candidates. The following literacy philosophy exemplifies the journey we must all take as we move from seeing ourselves as teachers to teacher-learners, and reveal the necessary reflection required to truly allow our theory to inform our practice.