Many of us, Dear Reader, love to teach. It was our love of teaching that brought us to academic medicine, and it is our love of teaching that continues to make us feel lucky to work in this profession. Among the many dedicated educators in academic psychiatry, some are truly exceptional. These individuals are the great teachers in our field whose work is set apart by its mix of perspective, rigor, charisma, creativity, and technique. The work of these great teachers is distinct most importantly for its effect on learners, ranging from salutary to transformative. Three articles in this issue of Academic Psychiatry (1–3) have been contributed by some of the truly great teachers we know. These teachers describe their passion for medical education and, as our readers will discover, they do so with a delightful diversity of writing styles. Joel Yager (1) presents a vision of the future of psychiatry insightfully, wittily, and wisely, with just enough irreverence to remind the reader, aka the learner, to pay close attention to his message. Glen Gabbard (2) has a heavier tone, communicating his heartfelt meaning in a serious and introspective way. Drs. Fidler, Trumbull, Ballon, Peterkin, Averbuch, and Katzman (3) together parade a series of innovative educational situations and theatrical exercises that result in an exhilaration from the quickly-changing scenes shown in sequence. Each manuscript tells a story. One imagines that these writing styles with which the authors have chosen to tell their story and to educate us are similar to the ones they use for seminars, supervision sessions, or attending rounds. In teaching, both in person and in the written word, these authors are offering up a bit of themselves. The great educator Parker Palmer (4) made the point that the great teacher brings his or her whole self into the room. He argued that separating the person from the message, the individual from life, is living a divided self (5). Similarly, David Leach (6), an influential leader and visionary in graduate medical education, noted that we teach through who we are. Residents notice whether teachers are "fully present to patients and to themselves," he said, and "Good teachers teach from personal wholeness and guide the resident toward personal wholeness." Leach (6) furthered Palmer's concept in suggesting that to teach "is to create a space in which obedience to truth is practiced."