This chapter offers an example of a critical self-study. The inquiry examines the longitudinal development of the author’s teacher educator identity and equity-centered pedagogy through more than ten years of research in the self-study of teacher education practices (S-STEP). The inquiry is conceptually anchored in rhizomatics and new materialism. These were employed to analyze 12 self-study publications. An aim was to identify and discern patterns of professional and pedagogical development and how this related to a commitment to social justice and equity in practice. Methodologically, the work draws upon LaBoskey’s criteria for S-STEP inquiry while incorporating the three commitments of critical self-study: engaging with critical consciousness, enabling equity through methodology, and enacting advocacy. Data sources include published self-studies, a researcher journal, and analytic memos. Analysis incorporated an examination of the data sources through discursive, affective, and material prisms. Findings suggest three emergent themes that shed light on the complexity of equity-oriented teacher educator identity and development: the shift from isolated self towards a relational ontology; pedagogical expansion and adaptation; and assemblages of resistance and persistence. The findings contribute to S-STEP literature on teacher educator identity. The chapter includes a discussion with pedagogical, methodological, and advocacy recommendations for sustaining equity-oriented work in challenging times and concludes with considerations for future professional practice and research.