This paper aims to explore the hypothesis that as teachers, personal experiences of childhood impact upon the educative relationships we develop with pupils. The study seeks to explore the potential effect of the beliefs, values and attitudes held by the teacher upon these educative relationships and how, if at all, these values and attitudes are shaped by childhood experiences, particularly in terms of relationships developed with significant others and with self. The research is undertaken within a feminist paradigm, using an Action Research model. The sample of teachers undertake a series of individual activities aimed at facilitating reflection on their childhood experiences. The materials aim to expose and enable exploration of a range of issues including early and developing experiences of schooling, childhood relationships within the home and memories of rewards and punishments. Teachers' perceptions of these activities are then discussed and issues raised which are concerned with educative relationships are explored in depth via individual interviews. The teachers' perceptions concerning the potential impact of their educative relationships are also explored.