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Because he was the recipient of the Edison Electric Institute's Power Engineering Educator award, the author was invited to contribute a paper to this issue of IEEE Transactions on Education. This paper describes the philosophy which supported the creation and development of the power systems engineering program at The University of Texas at Arlington. It discusses a sixteen-year effort of building a balanced, three-phase (undergraduate, graduate and continuing education) power program. The experiences, both encouraging and frustrating, in working colleagues, industry and government are described.