Background: Clinician-educators are expected to teach effectively, yet many enter teaching roles with limited formal preparation and rely on feedback to improve. Existing literature emphasizes receiving and using feedback, but less is known about how clinician-educators actively seek feedback on their own teaching and how that process supports educator development. Methods: We used narrative inquiry to explore how six physician clinician-educators seek feedback on their teaching. Following in-depth interviews, transcripts were analyzed through case memos, narrative threads, and emplotment to generate a composite narrative that captured shared patterns across participants’ experiences. Reflexivity, member checking, and peer debriefing strengthened trustworthiness. Results: Participants described feedback-seeking as a developmental process evolving over decades. Early in their careers, feedback was threatening and closely tied to self-image, leading to defensiveness or avoidance. Over time, participants distinguished feedback from identity, became more open to critique, and increasingly sought feedback proactively from trusted peers. Relationships, psychological safety, and shared goals shaped the quality of feedback they received. Participants used informal monitoring of learners to assess their own teaching, and came to view feedback-seeking as integral to being an educator. Formal teaching evaluations were often viewed as incomplete and were supplemented by contextual, relational feedback. Conclusion: Feedback-seeking on one’s own teaching is a learned skill that develops alongside professional identity formation. For clinician-educators, it supports growth, community membership, and more meaningful improvement in teaching practice. These findings have implications for faculty development, mentorship, and educational systems. Beyond clinicians, this work informs how all medical educators cultivate reflective practice, feedback literacy, and continuous improvement.