This paper is an attempt to reflect on class sessions during the fall 2010 in a course ‘Theory and Research in Mathematical Learning and Development’. This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and development. I think these three key areas: FP, HH, and GQ became the central in all sessions explicitly or implicitly. FP covered the key areas of philosophical and psychological theories of learning and development; HH captured historical developments of psychology and philosophy of mathematics learning and development; and GQ turned critical eye toward theories and research in mathematical learning and development. Complexities of classroom dynamics have been discussed in relation to course contents, lectures, discussions, reviews and presentations as stepping stones in the progress of course with multiplicities of ontologies, epistemologies, and methodologies in actions and operations.