Digital storytelling as part of study creates an opening for reworking ideas. It marks an instance of recognition to access alternative ways of knowing, thinking, and doing. Guided by radical black studies and decolonizing methodologies, the authors draw on insights from digital storytelling to extend current understandings of educational research, theory, and practice. The connections across five digital stories are highlighted through a retrospective analysis of educational journeys to and beyond doctoral study. The digital stories are presented in a series of plateaus to (1) challenge the constraints of academic writing and (2) signal methodological openings in collective restorying. To that end, the authors unravel processes of becoming, trouble the pedagogical encounters in their work, and push for otherwise possibilities to make room for the not-yet.