The purpose of my inquiry is to learn more about how young children learn to play the piano through examining my own teaching practices. By using autoethnography (Adams, Jones, & Ellis, 2014; Bartleet & Ellis, 2009; Bochner & Ellis, 2016; Chang, 2008; Ellis, 2004, 2009; Ellis & Bochner, 2000; Jones, Adams, & Ellis, 2013; Reed-Danahay, 1997; Richardson, 2000) – as a creative non-fictional form of storytelling – my intent is (1) to illustrate a number of new, emerging perspectives and practices in piano pedagogy for young children through creative non-fiction stories; (2) to learn more about how my lived experiences of be(com)ing a piano teacher-researcher inform that practice; and (3) to determine the importance and value of piano teachers’ autoethnographies in the development of a piano pedagogy for young beginner learners and piano teacher education. Throughout the dissertation, I also include a series of photographs and videos to convey my students’ unique, individual ways of learning to play the piano. The mixed forms of visual, musical, and textual data capture how we have been exploring music and piano playing with one another. They are my metaphorical fragments of my life stories – of teaching, writing, and researching – concerning what it means to be with young children when exploring music and piano playing.