In this dissertation study, I take up Mark Vagle’s (2018, 2022) post-intentional phenomenology and concepts from Sara Ahmed’s Queer Phenomenology (2006) to explore how doctoral students in teacher education learn through methods beyond writing. Richardson (2005) argued that writing is thinking, and Hughes & Bridges-Rhoads (2013) described writing-as-thinking. Here, I–as well as my participants–argue that creating is also thinking as I explore the phenomenon of creating-as-thinking as experienced in the context of doctoral studies in teacher education. This work, as the title suggests, does not take the form of a traditional paper. The dissertation in full form can be accessed through a supplemental video.