This paper was inspired by a pedagogic invitation to participate in an a/r/tographic research project undertaken by Rita L. Irwin, who studied liminality in relation to teacher education through creating a series of images entitled Liminal Lights. The author worked into and with Irwin’s work, to engage Irwin’s knowledge creation in reviewing and exploring the relationships between liminality and increasingly narrowed descriptions of quality in teacher education curriculum. This study advocates for practices, policies and practic a experience that address the learning and making of the moving self rather than the in-between of qualified fixed states. Increasing awareness of the reality of movement necessitates feelings of capacity to respond to life’s continual evaluative demands through embodied qualitative fusional variations.