I never grew up picturing myself as a teacher; in university I was interested in Kinesiology but not education. After graduating, I worked in the nonprofit sector mentoring Aboriginal youth in employment and leadership skills through recreation; youth ran active programs for elementary kids and led cooperative games, taught circus skills, and facilitated active play. The best part of this job was on-the-ground work interacting with kids and youth, when I was able to see the learning process in action and notice the difference in confidence in children and youth over time. This role involved a lot of collaboration with alternative education programs, and this showed me different versions of what education could look like that made me much more able to see myself as a teacher. Teaching can be interactive, can involve play, can be holistic. Classrooms don’t need to be rigidly structured for learning to take place.