The program prepared me well to work with future teachers. I like doing research, but my primary goal was to influence how social studies is taught in middle and high school, and the faculty encouraged me to pursue this goal. This was clear my first year, when I was able to work with faculty to explore how an elementary school was melding art and social studies in fourth and fifth grades. Later, I designed research on teachers’ ideas about democracy for my dissertation. The community feel was also essential to my growth as a teacher educator. From the first day, I felt at home in the program. I knew that if I needed anything, the faculty and my fellow students were there to support me. I never felt that I was toiling alone, or that others had little concern for my well-being.