This article proposes a rethinking of the contested concept of teaching excellence within higher education. In order to do, so we engage posthumanist theory to reconsider teaching excellence from a new perspective that shifts the gaze beyond the measured individual to explore our intra-actions within a wider context. Taking Skelton's original conception of teaching excellence as a starting point, we explore what a values-based concept of excellence might look like, re-imagined for the present times we live in, and we ask whether there is room for a more expansive perspective of teaching excellence which reconsiders the relationality and fluidity of our practice.