At the beginning of my academic journey I held the belief that I would learn to teach simply by teaching. To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn. Feeling overwhelmed by my situation, I began questioning my teaching practices and student learning. It was then I understood that my teaching skill and conceptions of teaching and learning lacked a theoretical framework. Missing an important piece of the teaching and learning puzzle, I have been on a quest to seek answers. This paper outlines my journey of professional discovery through my experiences in the Graduate Certificate in Education. This transformative experience has aided in expanding my teaching and learning horizon by focusing on diverse learners and inclusive teaching practices.