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In this chapter, I share a collection of autoethnographic stories, digitally edited photographs, and reflective-reflexive, critical narratives to explore what it means to teach, learn, and be with young beginner piano students. Theoretically framed by Paulo Freire’s humanistic concepts of dialogues as love, humility, faith, hope, and critical thinking, I use a first-person voice to tell stories of my lived experiences as a piano teacher. By drawing attention to the emotions, objects, and experiences, I highlight my engagement and relationships with young children and their parents to explore, evoke, and share my learning journey in search for more meaningful ways of placing humanistic dialogue and listening at the heart of children’s unique, individual ways of learning to play the piano.