In this chapter, we discuss how we drew on the methodology of self-study to become and be teacher educators, and how through collaborative self-study we transformed as professionals in teacher education. This account presents our understanding of our lived professional lives with colleagues, unfolding our journey in educational practice through the use of autoethnography. The purpose of the ongoing research was to understand how self-study can improve teaching and teacher education practice. These professional experiences are based on methodologies that recognise and value the life experience, discourse, and professional contribution of teacher educators. Our research is a collaborative, critical autoethnographical self-study that brings together multiple retrospective data streams that reflect continuous learning and authentic change.