This article introduces readers to self-study of teacher education practices from the perspective of two teacher educators who have engaged in a long-term critical friendship between Chile and Canada. The authors describe their own progressions from novice to practitioner of self-study, including both changing their assumptions (reframing) and changing their personal teaching practices (repracticing). Their mutual critical friendship is analyzed as a way to emphasize the value of sharing self-studies conducted simultaneously in different contexts. Data tables are provided in both Spanish and English. Emphasis is placed on sharing and critiquing what we learn from personal experience.