Expertise, for me, is seen in the actions called forth, the immediate coping of, in this case, a Mathematics Teacher Educator (MTE). My expertise is rooted in the community in which I have worked for nearly 50 years and continue to be a part of even though I am now retired. In this chapter, I tell my stories of becoming a MTE educator as a journey considering my developing expertise through the lens of five academic papers in chronological order. I do not believe that there are any truths that would be easily separable from my personal history of becoming but that reading stories of experience opens possibilities for actions in the reader through raising issues, hence the subtitle of experiences to issues to actions for this chapter. The technique of reciprocal narrative interviewing, to support learning through the raising of issues that can become linked to new actions through the identification of purposes, is used both by mathematics teacher educators at the University of Bristol and by prospective teachers.