The symposium considers several significant educational issues from a perspective pervaded by the authors' psychoanalytic expertise. First, Madeleine Grumet revisits the process of teacher preparation itself, with a focus on an innovative method in which students' autobiographical narratives of their own educational experiences become the basis for a dialogue with the instructor and the starting point for a deeply engaging study of educational theory, Next, Stanley Kaye considers the psychoanalytically and educationally important question of whether learning disabilities have significant affective components. After that, Laura Barbanel, a practicing psychoanalyst, discusses the role of psychoanalysis in the training and the daily work of school psychologists. Last, Harriette Kaley's discussion considers not only the individual contributions, but also explores the effects of having a team of psychoanalytically committed educators working together in the areas of teacher education and school psychology training.