Reflecting on my trajectory as teacher educator involves linking facts, ideas, people, and context to illustrate my personal learning. Years of pondering my own practice have sparked a growing awareness of my ideas as they stand today. In this chapter I share my journey as a mathematics teacher educator (MTE), focusing on two pivotal experiences from the Universities of Seville and Alicante (Spain), and exploring the process by which I generated a sense of membership within a learning community. My journey began with a specific issue I encountered during my early days as a MTE in the primary teacher education program at the University of Seville—a period I refer to as “The Beginning.” Years later, my move to the University of Alicante marked my entry into new territory, presenting fresh challenges. These centered on fostering prospective mathematics teachers‘pedagogical reasoning regarding mathematics teaching situations, and investigating how such reasoning could support their practical apprenticeship. To conclude, I describe my collaborative experiences that have fostered my sense of belonging within a community of learning.