From 1999 to 2002, two university professors, one trained in language education and French and the other in Hispanic literature, undertook a comparative qualitative study of their parallel third-year reading course. Using a variety of data sources, most importantly extensive interviews, they documented their teaching beliefs, practices, and perceptions of themselves and each other. The results report conceptual and curricular changes and the implementation of new ideas in classroom practice. In engaging in critical inquiry and dialogue about their professional lives, these two seasoned teachers add to the growing body of teachers' stories. This study also meaningfully addresses the issue of professional regard between literature and language education faculty.