The self-study of teacher education practices simultaneously considers all elements of the education included in the term. In practice, however, individual publications may foreground one element. Throughout my 24-year career as a teacher educator, I have employed self-study as a means of understanding and improving my practice. I have combined self-study with a relational teacher education approach to attend effectively to the needs of teacher candidates. More recently, this work has focused on social justice in teacher education, including studies of my identity as a teacher educator. This chapter is a meta self-study in which I illustrate the power of self-study as a process for understanding practice and, more importantly, as a stance of attending to teacher candidates’ needs in a diverse and changing world.