Maughn Rollins Gregory writes eloquently and passionately about the critical role his openness, self-exposure, and vulnerability play in creating classroom spaces for genuine discourse and growth. Asked to write a response to Gregory's compelling essay, the author asks herself a similar question: What role will her openness, self-exposure, and vulnerability in constructing this response play in opportunities for discourse and growth? Shall she write an academic response addressing issues of voice, pedagogy, and power? Or should she respond to his essay in kind, naming herself and her struggles, the decision points about her openness and vulnerability? And which identities and struggles does she name? Does she talks about being a peace activist who pickets and leads singing on street corners and anti-war rallies? Since Gregory has shared four episodes from his life, the author responds with four of her own. Individuals can certainly argue, as Gregory does, that by being "out" about who they are, enable others to bring this same level of honesty to the table, facilitating a richer, more authentic learning community. This is a powerful argument and not to be dismissed. He is also aware that faculty and students are not equally positioned in the classroom, and that it is challenging to both have a voice as the "professor" and to not have "the" voice.