Many administrators in Learning Assistance Programs (LAPs) have teaching duties, or take on teaching duties at some point in their careers. This study was designed to examine the impact of LAP experience on classroom pedagogy. A pilot study was utilized first through listservs and email chains to ask that question of LAP professionals. After significant results in the pilot (all 27 respondents evidenced an important impact of LAP experience on pedagogy), a larger, mixed methods survey design was constructed and administered to participants in a wide variety of settings. The results in a representative sample (n = 66) again were consistent: LAP administrators believe their learning support experience has significantly impacted their classroom experiences and pedagogical abilities in positive ways. Taken together with a general lack of teaching instruction in graduate school, as well as the blurred lines between teaching and administrating within some campus roles, this study suggests that LAP administrators also perceive themselves to be undervalued as a resource on campus, and that their teaching experiences should be utilized more effectively.