TRANSFORMATION went from being a simple interest to a compelling and concentrated passion after I began teaching English in Paris. Pedagogy could promise a much simpler life, especially after my Hollywood/Entrepreneurial career, my bout with depression, my artistic career, and my amicable divorce. Well, that's what I thought. Thankfully, a galaxy of new challenges and insights awaited me. At the onset, I was surprised to discover my learners, mostly in upper-management positions, already had between seven and ten years of English studies notched into their belts. However, despite the lengthy exposure, their difficulty staying focused and communicating confidently and expressively caught my attention. Moreover, I became increasingly intrigued when, during training sessions, I observed some clients perspire, shut down like clams, and fidget, bringing to mind symptoms one might associate with drug withdrawal. These behaviors happened occasionally but often enough to cause me to deepen my knowledge of psychology, cognitive science, neuroscience, behavioral science, nutritional science, and ancient health and longevity practices, e.g., Qigong and Vipassana Meditation. It didn't take long for me to realize my clients' reactions had far less to do with their innate capacity to assimilate new information than with the ability to silence the echoes of youthful trauma. As I got to know them better, it became clear that doubt and fear were responsible for contaminating and stunting more than their communication skills. Lingering wounds from past disciplinary actions — isolation, insults, and physical punishment — infected their curiosity, concentration, confidence, self-compassion, and ambitions to varying degrees. No matter the split, I thought that was a heavy load of extra baggage to manage, especially in the workplace. Out of the penalties, these emotional viruses vowed perpetual sufferance and repercussions if the cached memories of being belittled and scolded for misbehaviors and mistakes were not addressed and transformed. I couldn't skirt this dilemma because it resonated painfully. Hence, I felt compelled to handle the situation as an opportunity to lift others and myself out of the murky depths of masked misery. My wish to gain direct insight into the causes of this phenomenon grew stronger by the day. Fortunately, though I wasn't surprised by what I uncovered, my wish eventually came true while teaching at three universities in the South of France. Sadly, those experiences and those students authenticated my earlier observations in France's capital. In word and action, my students and administrators validated my hypotheses. Each class comprised approximately 20 students. Other than contemplating and practicing what we covered in class, my curriculum consisted of light and optional homework. Before the semester began, administrators discouraged me from giving assignments; some said the students were too busy with their other classes. Most remained mum on the subject, as the objective was merely for all students to get a passing grade. From the get-go, I understood that communication skills, let alone English know-how, should be left at the bottom of the teaching totem pole and only tolerated as a feeble blip on administrators' radar. What institutional leaders failed to heed, value, and well comprehend was my CV, which clearly established I was an entrepreneur turned educator. My skill set and successes stemmed from generating opportunities holistically by stimulating curiosity, compassion, and confidence in others — integral ingredients in a rewarding education and career, especially in entrepreneurship. Therefore, instead of preaching what to learn, I focused on propelling the will to learn. By underscoring the benefits of curiosity, compassion, and confidence, I trusted that knowledge would find my students as much as they would find it. Interweaved into eye-opening vocabulary, grammar, and syntax were discussions about "well-being." Of course, we examined the term's meaning, not in French, but in English. By incorporating a few mindful minutes to breathe and exercise, pronunciation, recall, and engagement improved exponentially. Sometimes, I encouraged discourse about famous athletes, paintings and painters, historical events, and even cartoon characters, and to keep reflections more directly assessable, I piqued the student's attentiveness by adding anecdotes from my entrepreneurial endeavors. Moreover, every week, each hour-and-a-half class shared heaping buckets of laughter. Indeed, my approach crossed French ideas and patterns, borders marking the outdated and rigid norms of its culture and education system. Nonetheless, artful instinct and established science produced solid outcomes. Slowly but surely, students were more inclined to stop focusing on handhelds, digital watches, and laptops and instead on preparing themselves holistically for a miracle-filled future. At the start of the first and only semester, I had no clue if my liberal, inclusive, and unorthodox teaching methods would prove themselves. After several weeks of hearing crickets and occasional chattering in my classrooms, you might only imagine my encouragement when the students began opening up, expressing, engaging, and thanking me for the inspiring and atypical learning environment. Though the fruits of our combined effort took some time to ripen, the sweetness of success was irrefutable. Thankfully, these blocked 18 to 21-year-olds were empowered to act. Doors of constrained emotions flew open. Opportunities that previously seemed unimaginable became conceivable and obtainable. With such a response, you would have thought that the Administrators would have reacted positively to my call for change and agreed to modify organizational procedures incongruent with optimal learning. Details about the dismissal of my efforts and my students' enthusiasm, including all the subsequent good fortunes, are just some of the transforming accounts that will live in my forthcoming novel, INVITE CHANCE. In it, I illustrate how inspired and concentrated minds are inseparable from the advent of miracles. These and other views of this phenomenon emanate from scrutinized experience and the research previously referred to.