Fear of not knowing the answers in class is common to teachers in any discipline. Intentionally putting oneself in the vulnerable position of a learner in front of students is uncomfortable and rare - yet these are precious opportunities to model the key learning behaviors that we hope to develop in our students. Co-teaching with colleagues in different disciplines presented the opportunity to be an authentic learner alongside students in a class. This led to surprising revelations about student perceptions of teachers and how knowledge is acquired, and promoted growth in students as learners. Teaching in this course that spanned multiple disciplines also clarified the educational impact of developing skills and concepts that strengthen student performance across a range of subjects.