Over the course of more than 20 years I have had the pleasure of teaching courses related to women’s/feminist studies to students (both female and male) enrolled in the master’s and doctoral degree programs at Toyo Eiwa University. Nearly all of the students enrolled in the programs were working in various professions, including in the fields of nursing, midwifery, mental health, social work, business, legal work, local and national government, and education (teaching at levels ranging from pre-school to university). For many of the students, my courses were their first introduction to the content, principles, and goals of women’s studies. Equally novel to them were the teaching and learning approaches, as well as the styles and practices of feminist pedagogy. These include valuing and integrating personal experiences and emotions as sources of knowledge in the learning process, as well as promoting interactive, cooperative learning whereby students and instructor learn from one another, in place of the domi ant lecture format in which teacher-talk predominates and knowledge flows in one direction, from teacher to student.In this, my final year of full-time teaching at the university, I would like to reflect on what these experiences have meant for me as well as what impact my classes might have had on my students. As part of this reflection, I have chosen excerpts from end-of-term papers written by students enrolled in my women’s studies classes between 2001 and 2015, in which they answered questions about how the course(s) 1) transformed or deepened their attitudes towards and understanding of gender issues, including awareness of their own internalized sexist attitudes and prejudices, 2) provided a new or different perspective on their thesis research topics, their personal lives, and issues related to the workplace, 3) clarified their understanding of feminism and its goals, 4) helped them to see how gender-based discrimination is inextricably related to racial, class-based, and other forms of discrimination, and 5) challenged their views regarding teaching and the structure of classroom relationships, both between instructor and students and among students. After reading through the reports that my students had written over the years, I chose 43 excerpts from reports written by 34 students and grouped them into nine categories.