This autoethnographic chapter explores the importance of self-care within the context of counselling and psychology academia, focusing on the personal and professional experiences of two academics. Using reflective journal entries, the authors examine how their own self-care practices, developed as students and early career professionals, have shaped their current teaching approaches. The chapter highlights the ethical imperative for educators in the helping professions to model self-care for their students. It reflects on the challenges academics face in maintaining self-care, such as heavy workloads, blurred work-life boundaries, and institutional pressures. By applying the “What? So What? Now What?” reflective framework, the authors analyse the evolution of their self-care practices and advocate for the integration of self-care into educational practices. The chapter calls for a cultural shift within academia, encouraging educators to authentically apply and demonstrate self-care to prevent burnout and ensure long-term professional sustainability. This work emphasises that taking care of personal well-being is not just essential for effective teaching, but also for maintaining the quality of care delivered to students and future mental health professionals.