|Abstract||This article contributes to a dialogue on the influence Living Educational Theory has had on the practice of a teacher as she tried to answer the question 'How do I improve my practice?' Here I elucidate how my living-educational-theory, through values-based dialogues, has enabled me to achieve competency in my research on my practice. Seeking to answer the question ‘What has the educational influence of the Living Educational Theory been on me and my work?’ I revisit my doctoral thesis and my previous papers published in the Educational Journal of Living Theory. Starting from 2006, when I wrote my doctoral thesis, I track a journey of fifteen years and reveal the role of my living-educational-theory, which developed as I worked in the field of life-skills education with students and teachers. As a living-theorist I am aware of the characteristic subjectivity of my research and thus I rely on the strength and soundness of my reflections and the details of my experience in order to invoke validity. I construct meaning from my experiences through reflections on them and share this learning through a Patchwork Text. I have stitched together a narrative of my theory and practice to provide a tool for critical thinking as I re-assess my living-educational-theory.