The goal of this autoethnographic narrative inquiry is to develop a pragmatic theory of dialogism, liminality, and hybridity that applies to art educators reflecting the following questions: How can graduate school and a teaching practice interact dialogically? How can the liminal spaces between graduate school (theory) and art teaching (practice) be more productive? How can an art teacher thrive as a hybrid of teacher/learner? I identify instances of dialogic co-constructed knowledge but monologic or dialectic experiences have been more prevalent. By interpreting and analyzing my art educations a theory is developed to optimize educational interaction to enhance learning experiences of teachers, and consequently learning experiences of their students.