How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it stories "curricular currents" of three teachers from different teaching contexts, noting the continuity, interaction, and place of the experiences that comprise these currents. It argues that these teachers have learned to teach through their "living curricula," across all times and places of their lives, not just classroom moments. It concludes by charging teacher education to attend closely to teachers' exploration and analysis of their lives' experiences, in and out of classrooms.
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