I have not been trained to teach. However, I teach, and I have been an architect-educator at the University of Portsmouth (UoP) for nearly twenty years. Is my situation anomalous in architectural education (AE)? The answer is, “No”. This situation is not unusual in AE, in fact it is the norm. In 1995 Kevin Rhowbotham stated, “It is customary amongst practising architects to assume that those who have achieved some degree of experience are somehow automatically equipped to teach. Nothing could be further from the truth”.1 Initially, I expressed an interest to my former tutors to review the work of undergraduate students for one-off, day-long studio assessments, known traditionally as the ‘Crit’2 while I was practicing as an architect in the public sector. Almost two decades later, I transitioned from being a guest of Portsmouth School of Architecture (PSA), to being a full-time member of staff who sat on the School Executive Group, where I helped to make decisions which guided the future of the Department. In this time, I learned how to teach through my own experiences of being taught, observation, intuition and from being mentored by colleagues. Weaver et al. suggested, “Yet none of them is trained to be a teacher. Once upon a time they could perhaps have relied on memories of their own education, in which however hit-and-miss the tutoring, the student was carried along by the traditional design project”.3 Weaver et al. went on to state that this situation needs to change because, “there has been increased pressure to account for the quality of provision and a move to professionalise teaching”.4 This piece of reflective writing recounts my own personal journey that led me to become a full-time architect-teacher, the pitfalls and advantages that I have experienced along the way and the potentials for improving how teachers in AE are taught. The suggestions that I make here will are being further developed in the research and writing that I am undertaking as part of the Professional Doctorate in Education (EdD) at UoP.