In this chapter, I discuss how I designed critical autoethnography as an identity-oriented teacher learning activity, and I provide examples from an ESL teacher candidate’s writing and our feedback conversations to showcase his identity construction in doing autoethnography. I also share my experience (characterised by tensions) as a teacher educator and researcher when using autoethnography’s methodological affordances for my pedagogical purposes. I describe how in this process, I relied on the methodological affordances of autoethnography that explores political issues through personal stories, and I designed critical autoethnographic narrative (CAN) as a teacher learning activity. Drawing data from the cases of Sara, Pamela, and Rachel from my published studies, I exemplify the ways language teachers constructed their language teacher identities within the space afforded through the use of CAN as a pedagogy.