This dissertation is based on auto-criticism, a new qualitative inquiry that combines educational criticism and arts-based research. It focuses on my own experiences as an aspiring educator who struggles with stuttering and public speaking anxiety. The study aims to describe, interpret, evaluate, and thematize my experiences of dealing with public speaking anxiety and stuttering before, during, and after classroom teaching. In addition, this dissertation highlights the potential contributions of auto-criticism as a methodology to qualitative research and higher education. I utilized journaling to document data. Photos and music were also used to enhance the understanding of my lived experiences and the study's findings. This research highlights the importance of understanding stuttering, practicing self-care, and taking appropriate measures to manage the public speaking anxiety associated with stuttering. Additionally, the study sheds light on the hope and optimism for aspiring teachers who struggle with public speaking anxiety and stuttering. Finally, auto-criticism is a creative and flexible new methodology and has the potential to narrate the lived experiences of teachers' struggles in a more accessible and engaging manner. Auto-criticism promotes collective reflection, engagement, and public discourse which leads to meaning-making and offers the potential for real-world improvement in education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]