Three movement practitioners, Niamh Dowling, Miranda Tufnell and Lucia Walker, colleagues for over thirty-five years, come together to find ways to articulate how their individual practices have been informed by the common roots in their training as teachers of Alexander Technique. Each of them charts their unique journey in the application of this body of somatic work to create a range of pathways into theatre, dance, music, health, arts and community, and leadership training. Their individual paths have intersected over the years as students, teachers, co-teachers and collaborators. The article starts by examining our personal motivation to join an Alexander Technique teacher-training programme. It then follows our individual journeys as we seek to define the nature and purpose of our work and where best to position it. We witness each other’s progress and share with each other our personal experience of creating new pathways, opening doors to embodied learning, of setting up new contexts to test, expand and enhance our practice and work. This brings us thirty-five years later to the territory of metaphor, language, training attention and looking to access the imagined and felt world.