Although collaboration is foundational to self-study methodology, few self-studies of teacher education practices have focused on collaborative teaching processes. In this inquiry, two teacher educators report a two-year self-study into the collaborative processes of planning and reflection that they used to co-construct significant changes to their practices in concurrent sections of a writing methods course. Situated in narrative inquiry, cyclical reflective and dialogic methods were used to generate and analyze data. Examination of our collaborative processes revealed that four interlinked factors were central to the ways in which we worked together: our modus operandi, shifting roles, collective vision, and support for risk-taking. We discuss these factors and how we maneuvered together to develop new practices; we also suggest implications for teacher educators and self-study researchers.