The article discusses results of bibliographic and empirical research with the aim of analyzing the affect-intellect relationship in the process of developing teachers and students who experience successful educational practice. The bibliographical research was based on the ideas of the philosopher Baruch de Espinosa on the nature of affections and their relationship with human development and the production of adequate knowledge, and also on Lev S. Vigotski on perejivânie (experience), a concept that the belarusian developed to explain how human consciousness, in its process of historical development, is mediated by affections. Empirical research used the case study method and involved a high school teacher who teaches mathematics at a public elementary school and four and their former students. The data collection instruments were narrative and memorial interviews. In order to analyze the data produced, the data analysis and validation procedure known as Nuclei of meanings was used. The results show that both the teacher and the four students were positively affected in their school life stories. These positive affects triggered positive affective experiences that impacted the development of the consciousness of teachers and students, a fact that allows the emergence of new psychological functions that guide more powerful human actions, that is, human actions more aware of the need to continue learning and developing, not only at school, but in life.