This chapter presents some of the results derived from a blended learning training program in plurilingualism and pluriculturalism that was addressed at teachers working in Greek primary schools in the city of Thessaloniki. It focuses on the language autobiography, a subject that was covered during the training, and especially on the interactions that took place during the face-to-face sessions with the researcher that followed the distance training. More precisely, it aims to shed light on teachers’ perceptions of the contribution language autobiography can make at both the personal and professional levels through the study of excerpts from their interviews. The results indicate both that teachers understand the role language autobiography can play in their own personal reflection and awareness, and that the examples written by other teachers helped them identify their own life experiences. They also reveal that the participants recognize the contribution this tool and approach can make to their practice with students.