In education, the term "living contradictions" refers to "holding educational values whilst at the same time negating them" in practice (Whitehead, 1993, p. 17), and self-study research often begins with a question surrounding such living contradictions. In this self-study, I implemented an instrumental case study design to explore my own ensemble rehearsal behaviors alongside those of preservice teachers enrolled in an upper-division band methods class. In comparing these behaviors, I aimed to determine the ways in which I enacted the teaching strategies I espoused when providing feedback to those preservice teachers in comparable field experience teaching scenarios. In other words, was I living the advice I provided preservice teachers? Or, was I embodying living contradictions in my work, and if so, in what ways? Data in the form of teaching videos, journals, and written feedback were collected and analyzed. Overall, feedback offered to students was more constructive in nature, while my self-analysis was more critical. Relatedly, my feedback to students suggested I perceived their emergent pedagogical skills as malleable, while my self-analysis reflected a more fixed perspective of personal strengths and challenges. The discussion centers on resultant living contradictions and considerations for music teacher educators, including how to embrace fluid conceptualizations of best practice.