Faculty members traditionally develop a teaching philosophy statement (TPS) as part of the job application process, for tenure reviews, or to encourage reflection. In this paper, we propose an alternative approach--to develop the TPS with students as the primary target audience, distribute it to students at the beginning of a course, and collect evaluative data from students about its accuracy at the end of the course. Data are reported from three faculty members who used this student-directed TPS approach. We present implications for faculty development and for the creation and use of teaching philosophies.