This study aimed to explore the experiences and meanings of walking in the daily lives of elementary school preservice teacher educators through a self-study approach. The researcher himself served as the research participant. The methodology involved utilizing a stimulus recall questionnaire and maintaining a walking diary from September 2020 to October 2023. The results, derived from inductive category analysis, revealed distinct narratives for each season of walking. The spring story highlighted unconditional adherence to the act of walking and its healing effects. The summer story centered on reflecting on daily life, sharing concerns with others, and revealing oneself. The autumn story emphasized personal growth for the instructor and the sharing of walking experiences with family. Lastly, the winter story focused on contemplating life, walking, and designing one’s life. This study contributes to understanding individual daily walking experiences, recognizing the educational value of walking, and acknowledging through this activity.