For as long as I remember, I have always loved math. Unlike other subjects where interpretation can vary person to person, math is determined based on reasoning and logic. For the longest time, math was always the subject that came natural to me. Because of this confidence, I rarely had to ask for help and felt comfort in self-discovery of problems. That confidence was challenged during the second semester of my sophomore year in Algebra 2 with Trigonometry, my first real advanced math class. For the first time, the material did not immediately make sense. I struggled alone thinking that I should be able to solve everything by myself. This was a real challenge to me that I had never experienced before, and I had faced a lot of fear coming from that new experience. What changed my perspective was my teacher, Ms. Lieseke. She made it her priority to ensure every student felt seen and capable. Rather than letting me struggle on my own, she encouraged questions and created an environment where struggling was part of learning. She would even mention how when you fail at something, you're more likely to learn from those mistakes the next time. By the end of the semester, I earned some of my highest test scores in the class, not because the material became easier, but because I learned the value of hard work and perseverance. A good teacher can truly improve your love for a subject. Watching the way she taught changed my understanding of mathematics for the better. I began to see that math is not just about correct answers, it’s about taking the time to truly learn, not just to know. As a woman thriving in a STEM field where female representation is still limited, she also became a powerful example of leadership with a passion for what she does. She showed me that enthusiasm and encouragement can transform a student’s relationship with a subject. Wanting to explore this impact myself, I took deeper steps to learn more about teaching mathematics. Throughout high school, I took advanced STEM coursework, pushing myself even when concepts felt outside my comfort zone. During my senior year, I used my CCR time to help freshmen who were struggling in their math classes. Sitting beside them, breaking down individual problems, and watching their frustration shift into understanding was the best feeling. Watching that relief and happiness on their face was quite the reward in itself. In those moments, I recognized the same growth I experienced sophomore year, except now I was helping create it for someone else. With a degree in mathematical education, I see myself becoming a high school math teacher. I want to build a classroom where students feel supported and confident in their ability to succeed. My goal as a teacher would not be to just teach the students the equations, but to help students believe they are capable of solving problems, both on paper and beyond it.