In this presentation, I describe my journey with Krishnamurti’s existential inquiry at a personal level and in the context of my academic life. I was introduced to Krishnamurti’s work during my Bachelor of Education program in India in 2004. While Krishnamurti was quite peripheral to the curriculum, he became a central focus of study for me during the Bachelor of Education, Masters of Education, and during my PhD. His insights have had a deep impact on how I view personal, educational, and social problems and how I approach teaching and research. His work is central to the four pedagogical and practical concepts that I have developed in my academic career thus far which include: curriculum as meditative inquiry, teaching as meditative inquiry, music as meditative inquiry, and dialogical meditative inquiry. My engagement with Krishnamurti’s work serves as an example of the inquiry and transformation one goes through when one begins to study oneself and one’s relationship to the world. Observation and listening, which are central to Krishnamurti’s meditative processes, remove the barriers within yourself—fears, conditioning influences, anxieties, and conflicts—which allow creative intelligence to function. This creative intelligence is core to my work on meditative inquiry as a transformative approach to teaching, learning, and living.