This paper describes a process of self-study that has developed between two teacher educators, their student teachers, and their school-based colleagues. The impetus for the research comes from a three-year action research project investigating the organization of and the instruction in a school integrated teacher education course aimed at preparing student teachers to become teachers. The authors see teacher education as a process that is generated through relationships with students and teachers who engage in self-reflection on knowledge acquired over time from multiple contexts and roles and from readings of professional texts on teaching. This paper represents a "reflective turn" on the research project, offered through three accounts: that of the university instructors, the student teachers, and the schoolteachers involved in the project.