This M.A. thesis is an autoethnographic study of my personal experiences teaching Grade Two after ten years of teaching middle school. It takes place over a five year span from 2007 to 2012. It is presented as a series of fictional, performative, and narrative pieces, where the reader is invited along on my journey to discover who I am (becoming) as Teacher, and the (re)invention of myself as Teacher. The study takes a creative, arts- based approach, presented as a curriculum lab book that is formatted differently than a traditional thesis. On the right side of each page is a novelette comprised of narratives, stories, dialogue, and poems; on the left side of the page are literature links and implications, definitions, reflections, and recursive segments. Areas that are highlighted in this thesis include living in the hybridity of culture, dwelling in the spaces of planned and lived curriculum, and the pedagogy of reinvention. The focus of this research story is reflection and practice, ways to approach change in our pedagogy, and to demonstrate autoethnography as a methodology for the exploration of Teacher identity. / Graduate