Getting old is scary; getting old in the classroom is also scary. In this article, the authors, both beginning their seventh decade and have been connected to St. Michael's College for more than thirty years, inscribe themselves and others like them within a narrative of aging and pedagogy that mitigates the terror by contesting and refuting cultural stereotypes. The force of their narrative is enhanced by recent research into the physiology, neurology, and psychology of aging, especially of women's aging. Their story of change and development grows not merely from the experience that comes with years. They are not "merely" experienced pedagogues and humans, garnering knowledge from years of attentive living, although they are that: they are also "different" mentally, emotionally, and physically than they were thirty years ago. To add to the richness of the narrative they are developing for the purposes of this essay, they have agreed to merge their two selves into one in order to collaborate in writing about their changing pedagogy over the years.