In this autoethnography, I use my teacher educator role as a lens to examine how and if my engagement in a self-study changed my capacity to affect and be affected in the Deleuzian tradition. By using evocative autoethnography, I revisit a self-study I conducted during my ‘Teaching Methods’ undergraduate course at the University of Athens in Greece to identify the individual and social complexities that arise when texts, language, actors, materialities and agencies are entangled during performatives of instruction. My major research questions were: ‘How can self-study influence teacher education practices? What happens when affect is enacted as part of the teacher educator’s encounters?’ To address these questions, I focus on a series of issues concerning affect as part of the work of teacher educators.