As I enter my second year in the PhD program in Educational Leadership and Policy Studies at the University of Vermont, I find myself standing in front of my own university classroom. My role is to engage my students in content that directly relates to my research interests and work experience. To do this, I welcome my responsibility to instruct this required English Language Learner (ELL) education course but also to invite these students into meaningful community involvement through service learning. Yet, the next day I am back to being the student again. In all of this, I am not alone, neither in my experience nor in my support from the faculty at UVM. This is the story of how I have been encouraged and supported into this position.