This paper examines the complexities of being trapped in a space of technocratic approaches to teacher education. We begin to unfold possibilities of permeating the boundaries amassed by Technicity through the conjoinder of mystery and the body. The binaries of perceptual and conceptual knowing are problematized through our admission of the pervading dualisms in education despite monistic efforts. As an antidote to “technocratic” training, place-based experiences were provided in order to foreground the body as a conduit to knowing while maintaining mystery, create spaces for reflective practice, enliven the imagination, and more holistically assist teacher candidates in becoming teachers. Ways of engaging the bodymind in order to bring about a broader, critical educative focus in teacher education are discussed.