As architectural educators, most of us came to teaching not by studying education, but by studying architecture, architectural theory, and architectural history. We were students, first, of the subjects that we teach and within the institutions that we organize. How we impart knowledge as professors and the spaces that we construct in order to do this are deeply informed by how we were guided and taught, by those educators whose work we have read, and by our colleagues. Reimagining architectural education begins with either recreating what we have learned and experienced, or resolving to propose something new.