This article is a narrative of a teacher's personal experience in learning languages in her childhood and thereafter her professional journey as a university English teacher in China. The author's rich language experience as a child foreshadows the problems her students encountered in language learning, namely, interest and inspiration. However, confined by her limitations as a product of the traditional teaching, she initially forsook her own language learning strategies. Therefore, she struggled to adapt to the transition from the traditional, teacher-centred, grammar-translation teaching methodology to student-centred Communicative Language Teaching (CLT). The conflicts in her teaching seem inevitable and her dilemma is quite common. The teacher thus reflects on how she learned languages and finds her experience as a child benefits her understanding about CLT.