Three partnering researchers investigates the differences and similarities of how they have developed complex identities as teacher educators representing different backgrounds how they learned to navigate their public and private spaces defined by cross-cultural, interfaith, and cross-linguistic experiences, and how they negotiated the intersectionalities of their multi-dimensional public and private selves. Building on Jones and McEwen’s (2000) conceptual model of multiple dimensions of identity and utilizing a collaborative approach to self-study methodology, they found that boundaries are blurred between personal/professional spaces of identity. As teacher educators we both model and instill compassion and commitment to diversity in future teacher educators.