The goal of this research is to study the activity of a teacher who had participated in an introduction to the Trajectory method, a methodological tool deployed to give objectivity to lived experience of learning-development processes by the use of various symbolic activities (speech, writing keywords, visual representation). This research also tries to approach the transformative potential of this activity. To this end, two methods of data collection are used: an explanatory interview and a self-confrontation interview. The results showed that the introduction to the Trajectory method allowed the teacher to reconfigure her relationship with herself and with her professional trajectory. On the other hand, the second interview did not show whether or not the introduction contributed to developing the efficacy of her processes.