This research explores the value of analytic autoethnography to develop the lecturer’s use of self when teaching mental health nursing. Sharing the lecturer’s selfunderstanding developed through analytic reflexivity focused on their autoethnographic narrative offers a pedagogical approach to contribute to the nursing profession’s policy drive to increase the use of reflective practices. The research design required me to develop my own analytic autoethnography. Four themes emerged from the data ‘Being in between’, ‘Perceived vulnerability of self’, ‘Knowing and doing’, and ‘Uniting selves’. A methodological analysis of the processes involved in undertaking my analytic autoethnography raised issues pertaining to the timing and health warnings of exploring memory as data. Actor-Network Theory was used as an evaluative framework to reposition the research findings back into relationships which support educational practices. The conclusion supports the use of analytic autoethnography to enable lecturers to share hidden practices which underpin the use of self within professional identities. Recommendations seek methodological literature which makes explicit possible emotional reactions to the reconstruction of self through analysis of memories. Being able to share narratives offers a pedagogical approach based on the dilemmas and tensions of being human, bridging the humanity between service user, student and lecturer.