The author is a teaching artist. Most of her previous experiences as a teaching artist have afforded her the opportunity to create and facilitate a lesson or an arc of lessons through a residency in a school. She was the "expert" artist in the partnership. The author longs to have a deeper, more fruitful impact on classroom learning. What might happen if teaching artists were to train teachers to approach curriculum like a teaching artist might approach curriculum, for example, identifying dramatic tension and playable actions while studying the civil rights movement? How does this shift affect the teaching artists and their growth? In this article, the author chronicles the developing partnership between teaching artists and teachers through a thematic content analysis. In particular, the author focuses on teaching artists as they effect change in teachers through the course of a year--their struggles and successes. (Contains 3 images.)