This chapter tells the story of a West–East sisterhood as it developed, strengthened, and flourished as part of the Canada–China Sister School Network. It showcases the collaborative, reciprocal learning journey of four educators from diverse cultural and professional backgrounds. Grounded in a narrative inquiry approach and methodology, this chapter illustrates another West–East reciprocal learning story as lived and described in the Canada–China Sister School Network. It highlights the fluid nature and openness of an inter-school, inter-cultural reciprocal learning partnership, featuring Helen and Wen’s pedagogical collaboration on “character education” projects, with the support of graduate researchers Lang and Meng. Presented chronologically, this chapter unveils the nuances and intricacy of the half-decade collaboration between partnering schoolteachers and researchers, detailing our encounters, efforts, struggles, and reconnections across differences and boundaries. By the end of our collaborative inquiry journey, we are no longer merely a “Canadian teacher” or a “Chinese teacher,” a “graduate student,” or a “researcher.” We became friends, sisters, and reflections of each other in the mirror. We demonstrate that despite the demands of time and distance, achieving a cross-cultural understanding, and fostering deep collaboration, is feasible within the field of education. This chapter embodies the concept of We-consciousness: reciprocal collaboration between West and East, grounded in genuine mutual appreciation, thorough self-reflection, extensive communication, and a shared vision.