In this article, the author describes the work of Louise Rosenblatt as a scholar, an educator, and an advocate of a democratic approach towards teaching English literature. Rosenblatt started her teaching career in 1927 at Barnard College and concluded it in 2004 at the National Council of Teachers of English (NCTE) celebration of her 100th birthday at the annual convention. Ever the teacher, she took the opportunity to interact with the panel and the audience, reflecting on her transactional theory of literature and its application to English language arts classrooms, and advocating the pursuit of democratic principles. The challenge for teachers is to create classrooms that will encourage readers to respond freely and broadly. This freedom allows openings for both aesthetic and efferent responses. Several key principles expressed in Rosenblatt's transactional theory of literature, including the responses of Rosenblatt to the criticisms and misconceptions regarding her transactional approach, are also presented.