Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle their struggles and successes over the course of an academic year. The authors' online community provided a viable and valued venue for self-study. Findings include insight into their taken-for-granted assumptions, how their instructional efforts were interpreted by others, and the impact that their collaborative efforts had on each researcher's professional development. The authors include implications for universities and colleges regarding the format and structure of mentoring of junior faculty.