This chapter begins with a troubling circumstance within which the concept of generous scholarship found expression. Presentation of background information and the research method further help to introduce the topic. Making miseducative experiences educative is the raison d'être of this work. A rudimentary conceptualization of generous scholarship is offered. Its origins trace to personal experience as well as to vicarious knowledge gleaned from professional colleagues' learning and leading. Attention is mostly paid to the personal and professional satisfaction that comes from taking a generous stance. At the same time, the underbelly of the hierarchical, male-dominated, entrepreneurial research-driven, power-consumed academy is not glossed over. Generous scholarship is championed as a viable local, national and international counter-narrative to the dominant neo-liberal mega-story that currently holds sway. [For the complete volume, "Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading. Palgrave Studies on Leadership and Learning in Teacher Education," see ED616372.]