This article reports on the experiences of a mid-career teacher educator who spent a full semester supervising student teachers in schools. Adopting a self-study methodology, she and a critical friend collected and analyzed data, often in the form of reflection, on her experiences of third space and liminality. The time that she spent on the project helped her to develop more nuanced understandings of the complex daily realities faced by elementary teachers, which led to changes in her instruction with the preservice teachers with whom she worked. Importantly, the experience helped her to rediscover a sense of passion for her work. Her approach led to deeper insights on the importance of spending time in schools and of emotions and relationships in the work of teacher education. The experience points toward interesting professional development possibilities for teacher educators at mid-career.