As new models of learning and education emerge, educators in clinical nursing find it more and more difficult to identify their roles and functions. Nurse educators face a number of challenges, of which the most important is the challenge of self-identification, both personally and professionally. This is where critical reflection comes into play. Through critical reflection and appraisal, nurse educators can review their professional roles and functions and use their personal knowledge and experiences to construct a unique, positive professional identity. What Am I? I am a nurse educator working extensively with student nurses in mental health, training to be a nurse tutor. I deliver mentorship updates, sign off final year students as fit to register, teach in HEI’s, carry out student assessments in practice, teach in clinical practice, assess student competencies and proficiencies. These, however, are surface obligations and functions. At a deeper level, one of the fundamental questions I constantly try to answer is what I really am, personally and professionally. I invariably recognize the profound effects which my personal attributes and level of thinking produce on my identity as a nurse educator. I believe that understanding my views and levels of knowledge is possible, with the help of Carper’s Fundamental Patterns of Knowing (1978). According to Carper (1978), the patterns of knowing include: (a) empirical knowing, or science; (b) ethical knowing, or morality; (c) personal knowing; and (d) aesthetical knowing (the art of nursing). Throughout my professional career and even at present, I view myself as a person highly concerned with “encountering and actualizing of the concrete individual self” (White 1995, p.79). I realize that I cannot know myself completely; nor can I know completely the learners and students I work with. As such, my primary goal is not to know everything about myself but, rather, to know myself (White 1995). At the personal level of knowledge, the way I see the world changes and represents itself in totally different colors. As I am striving to know my own self, I also approach my students as the objects of an authentic, self-fulfilling relationship. Even if I am not fully aware of what constitutes my own self, I allow students to matter and contribute to the development of sustained authentic relationships (White 1995). When I say that I do not know myself completely, I also accept a possibility that my students and the people I work with can help me to develop a better view of my professional and personal identity. However, the threats to knowledge and education at this level of knowledge should not be disregarded.