This chapter explores the status of the field and praxis of peace education through reflections on my intersectional participation and experience as an academic, activist, advocate, and practitioner in global peace education efforts and networks. My praxis was informed by my formative teaching and learning experience that shaped two lifelong and converging inquiries that guide my work today. The first inquiry explores the nature of systems and cultures violence, as well as pathways toward their transformation. The second inquiry examines the role and potential of education to prepare learners for political engagement toward nurturing preferred futures. A significant part of my journey was shaped through the friendship and mentorship of pioneering peace educator Betty Reardon, who once extolled “what we are about, on a day-to-day basis, is actually how we change paradigms. We must change ourselves and our immediate realities and relationships if we are to change our social structures and our patterns of thought” [Reardon, Toward a Paradigm of Peace. In D. Snauwaert & B. Reardon (Eds.), Betty A. Reardon: A Pioneer in Education for Peace and Human Rights (pp. 109–120). Springer (2015)]. This relationship nurtured the development of a critical, reflective, and transformative praxis and pedagogy that has become the foundation of my approach to personal and political change.