Educators at the secondary and post-secondary levels face a very common and very real challenge of developing tunnel-vision with their instruction. Whether this is due to the speed-based system of education in which they may be working, where a certain amount of material must be covered in a set time-frame, or teaching multiple courses of the same material, or that the teacher may feel most comfortable explaining a concept only in the way they themselves learned it, education itself, for the instructor, can present a very formidable foe. I myself have had times throughout my twenty years in education where I couldn't see the educational forest for the trees. I found myself so engrossed in making sure I covered the material, and in the day-to-day teacher operations, that I lost sight of my overall goal of how I wanted my instruction to be experienced by the students. Interestingly, it was during my time tutoring students that I found my way, because tutoring allowed me to talk with a student rather than providing instruction to them. No student wants to think of education as an endless practice of taking notes and memorization of material. They want their education to be both enjoyable and fulfilling. An instructor can help accomplish this by making their instruction an experience rather than an exercise. Whether an educator is teaching philosophy or mathematics, students learn when they not only see how to do something, but more importantly, why. From this point, the educator has succeeded, because students who understand material at this level will be able to apply the critical thinking they've been given to decide "when." They will comprehend the connections not only between sections in one class, but also how each class is connected overall within their educational experience. In summation, I believe that education is meant to be a collection of experiences rather than sectioned into parts to be robotically learned. This approach allows all students to see their forests in spite of the trees.