This chapter explores critical self-study as vital for teacher educators’ professional renewal and resistance in an era of rising authoritarianism and attacks on critical pedagogies. The chapter suggests that engagement in critical self-study is an ongoing process of continuous recommitment to equity principles despite pressures against inclusive schooling practices. The chapter takes up Nodding’s ethic of care in alignment with the three commitments of critical self-study. This explores engaging with critical consciousness as a demonstration of care for self and others through vulnerable self-examination; enabling equity through methodology as the enactment of care for research participants and communities given the protocols employed in the study; and enacting advocacy that reflects care for teacher education and marginalized populations through strategic resistance. The chapter considers the author’s work on this volume with a reflection on the future of professional practice as a teacher educator. Critical self-study is situated as a means for strategic resistance and persistence with an emphasis on how individual professional learning, growth, and transformation connect with collective efforts for social change. The chapter concludes with prompts, an exercise, and suggested readings to support others in their critical self-study work.