|Abstract||A living-educational-theory of professional practice can be constructed from a practitioner’s enquiry of the kind: How do I live my values in practice? In this paper, I discuss the long struggle I experienced while I tried to draft the life-skills educational policy for the Ministry of Human Resource and Development, India. Through a systematic recreation of events, and my actions and reflections on the experience I seek to show my personal transformation. I was a part of a group of people, who had participated in the life-skills education Chintan Shivir (workshop), after which the Government involved the National Council of Educational Research and Training (NCERT). The interface was not congenial. I believe how faculty members engage in curriculum development is related to their understandings of curriculum and their teaching and research experiences. However, their values and work ethics play an important part; therein lay the conflict. In this account, I am also asserting my right to question the academic competence of the ‘system’.How well did I deal with conflict situations? How persistent was I in maintaining my goal and vision? Could I adjust and adapt my action plan? This article deals with how I confronted the ‘system’ and tried to create change. An important aspect of this experience is that of my learning and transformation. Reassessing my assumptions and challenging them enabled me to transform my understanding and act on my renewed perspectives and become a more socially responsible thinker.