This chapter explores critical friendships as valuable contexts for supporting trustworthiness in a critical self-study while serving as a site of resistance against inequitable educational policies and practices. Drawing upon the Baradian construct of intra-actions, the chapter argues that critical friendships are more than collaborative relationships. These constitute transformative spaces where professional identities and emergent insights about professional practice surface through the dynamic engagement of the critical friends and the collectivity of their experiences, rather than solely through individual contributions. The chapter explores the value of critical friendships with diverse stakeholders, including those from activist organizations, community groups, and advocacy networks, to promote solidarity between the work of teacher educators and others involved in social justice movements. A review of selected self-studies is offered to highlight how critical friendships have enabled resistance against deficit ideologies, institutional constraints, and normative assumptions while fostering persistence in equity-oriented work despite socio-political or cultural pressures. Critical friendships are framed as contexts of caring, extending Nodding’s ethic of care. The chapter includes a review of the author’s prior work with critical friendships and how collaboration with critical friends facilitated a recognition of oppressive discourses. Additionally, these enabled fortitude to persevere and adapt to changing contexts while maintaining a commitment to social justice values. The chapter concludes with prompts, an exercise, and suggested readings to support the reader in their engagement with critical friendships.