Self-discovery is an important process to the personal and social development of children and adults. Today's educators need to acknowledge and encourage the process of self-discovery in children in order for them to enjoy an enriched life of meaning and fulfillment. The implications of my story, that of a co-parent in a loving and nurturing blended family, are robust to educators and families. I challenge educators working with co-parented children to see the benefits of co-parenting and how not all blended families result in troubled, imbalanced, or resentful children and parents, as much of the current literature suggests. I urge educators to promote the process of self-discovery in children of blended families using an interdisciplinary approach. I embolden parents to listen to the stories their children have to tell and incorporate their experiences into the meaning making experience of raising a family and to remember that they are their children's primary educators. Written within a Scholarly Personal Narrative methodology, my thesis proposes that, through the process of self-discovery, children, parents, educators and advocates can work together to create meaningful experiences within their own lives. I will write a realistic, but kind and compassionate story with a variety of characters that are relatable to anyone who is in or knows someone who is in a blended family. Blended families are becoming increasingly common which highlights how the culture in this particular micro-society is changing as a result of individual and family needs. This thesis will shed light on this natural occurrence in a clear and accessible way that speaks to children and parents in blended families, educators working with these individuals as well as bystanders, friends, family and advocates of families of all types.