In this article, we share the duoethnographic research of two novice teacher educators who used the process of duoethnography as a form of research-based professional learning within a PDS context to articulate emergent thinking and changes in perceptions about their teacher education practices. Through their research, they discovered the value of exploring and articulating personal narratives while challenging one another to reflect on her practice in deeper ways. The sample duoethnographic dialogue presented in this article demonstrates the ways duoethnography can be used to research teacher educator learning while also serving as a tool for problem-solving the challenges associated with learning to become a teacher educator.