Academic collaboration is common among researchers, especially between supervisors and supervisees in higher education. However, limited research attention is given to this collaborative process, especially when it comes to autoethnography which could entail “lifelike” evocative stories. This chapter introduces the collaborative process of writing and publishing an autoethnography titled “let emotion ring”. The autoethnography reports on the first author’s emotional experience while teaching English online during the Covid-19 shutdown in Wuhan. After the publication of the autoethnography in Language Teaching Research, the first author invited the second author to jointly reflect on experience and closely analyse the different drafts, email exchanges, meeting notes and recordings to facilitate deepened understanding of the process. The writing, revising, and publishing stages of the paper were analysed in close detail. Three themes emerged from this process of drafting and publishing the autoethnography, which showed different stages of engagement with autoethnography through data, through literature, and through ongoing interactions with the academic community. By autoethnographically analysing the process of writing and publishing an autoethnography, the authors uncover the agentive potential of autoethnography as a research method and way of life for self-reflection and professional practice. The authors also offered practical suggestions for individuals or collaborative partners in publishing autoethnography from their own practical work for professional development.