I completed a PhD because I really enjoyed exploring the unknown. The joy that comes when after months of experiments, a little mystery has been solved, can only be understood by those who have been there. Of course this usually resulted in more questions than answers so off you would go again, designing experiments in search of the experimental finding that would make everything just fall into place. In the middle of even the darkest days when there was yet again another failure, there was always this sense of anticipation that something amazing was about to happen. Teaching differs in many ways from research, but for me it shares the same sense of exploring the unknown. Each year there are new students who enter the classroom, each with their own unique ways of thinking and interests. The first weeks of classes remind me of the start of a research project when everything is a little blurry and you are trying to put together your research question. Likewise in the classroom, I am struggling to remember students names and get to know who they are. But as the weeks progress and the students begin to express their thoughts and ideas, things start to get a little more visible. And as in research where the question becomes more and more fascinating as times goes on, understanding what inspires and challenges each student becomes increasingly absorbing. Each new lesson plan is like another experimental design where there are expected outcomes and the eventual reality on the other side. So to the classroom I continue to go, testing my questions and updating my hypotheses -on an intriguing journey, exploring the unknown.