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This paper presents the findings of a self-study examining one teacher educator’s engagement with pedagogical care through the lens of neoliberalism. Pedagogical care exists in the intersections of instruction and relationship, with educators exhibiting care for their students through instructional choices and actions. Neoliberalism’s commodification of academia is in direct contrast to the authenticity and responsiveness of meaningful care, however, since care in higher education is too often presented as an expected service with predetermined outcomes from faculty for student consumers. This self-study considers the potential “cost” of caring practices, since enacting pedagogical care requires time and effort that can drain faculty’s mental and emotional resources and reduce their capacity for neoliberalism’s measurable production.