In this paper, two arts education instructors engage in a dialogue about their emerging identities to further knowledge for pre-service educators in teacher education programs. Thus, the paper provides a forum about the conduct and theory of arts-based research in education. It also provides examples and critiques of theories of practice and knowing in arts education. In the first part of the paper, "An Autobiographical Prelude," one of the instructors explores the tensions and complexities inherent in the transformation of one's experience as a performing musician into a music educator. In the second part of the paper, "Metaxic Journeys in Drama Facilitation," the other instructor describes how the educator has facilitated workshops for the past 14 years based on Augusto Boal's"Theater of the Oppressed," a popular theater approach that investigates relationships by embracing and recognizing the tacit and implicit knowledge emerging in the performance process. (Contains 14 references.) (BT)