This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. Several methods of eliciting metaphors are discussed and the effects of multiple metaphors on the educator's perspectives on practice are highlighted. The interplay among the metaphors and their meaning is described and used to provide additional insights. The work demonstrates how long-term use of metaphors can be a way to step back from practice, take a new look at the meaning of the particulars of practice, and reframe events of practice. Potential avenues for improvement of practice emerged from these interpretations, and the effects of these changes and possible future efforts are discussed.