This self-study describes my year-long investigation to create caring community in my fourth-grade classroom. An introspective and dialogic pedagogy of intention-setting revealed students' experiences of taken-for-granted uncaring. This window into students' experiences afforded me opportunities to model care. Intentionality, dialogue, and collective commitment helped students learn to conceive of their own justifications and methods for caring across differences of ability, culture, and race. The sensitivity of self-study to my students' learning gave me patience and courage in the unchartered and uncertain process of pedagogical innovation. The students' inclinations to care imply possibilities for a care (versus duty) based morality.