This case study documents one graduate student's reflections on her personal and professional development as a teacher as part of a portfolio project. Her story describes how she has blended a teaching philosophy that combines the traditional pedagogy of her own early education with her subsequent experiences as a student and as a teacher using non-traditional approaches. She reflects on the traditional conserving influences that have shaped her existence and the role they play in a sense of security and connection to the dominant culture. The use of portfolio evaluation enabled her to view her less traditionally-constructed curricula in a positive way, having previously judged it only against traditional standards. Through reflection, she was able to discover the self-validity in a progressive approach. The telling of story is used in this case to document professional knowledge and the value of the portfolio as a tool for reflection. (JLS)