The New Zealand Maori word Te Whakaakona includes in the one word the concepts of teaching and learning, which traditionally in Western ways of thinking are viewed as different processes involving different positions for the participants. The concept that we can do both alongside each other has much appeal to us as teachers in a postmodern counseling training program. We have been experimenting with teaching practice ideas of working alongside students, making our knowledge and experience available rather than imposed or delivered, and being open to learning from students. We are interested in the possible link between these teaching practices and an emerging learning ethic we have observed among students; an ethic of focusing on excellent practice and accountability in which feedback is requested and ideas of effective practice supersede worries about evaluation. In an ongoing project to develop our teaching practice and to nurture this learning ethic we invited a group of alumni to be consultants to our learning about teaching. Their voices appear in this writing. The training exercises focussed on in this article raise some dilemmas for both teaching and assessment practices, and some challenges of how to work congruently with postmodern ideas within a modernist postsecondary degree-awarding system.