Our conversation in this chapter relies on our practices as critical, transnational language teacher educators (Ceren and Bedrettin), and it is motivated by the existing pedagogical implications from the research on critical language teacher education (CLTE) and language teacher identity (LTI). We use critical autoethnographic narrative (CAN) in our teacher education practices to make identity, emotions, and agency as explicit foci in teacher learning. Our purpose is to contribute to the education of critically-oriented/minded language teachers who recognize the linguistic diversity that language learners bring to multilingual TESOL classes and who are open to exploring ways to work with this sociolinguistic diversity in identity-affirming processes. In this chapter, we dialogically discuss the ways in which CAN as a qualitative research method and a pedagogical activity for teachers could help make better sense of uneven power relations and destabilize them in the multilingual TESOL classroom. We reflect on our practices as teacher educators in two very different sociopolitical and socioeducational contexts, Germany and the USA, to understand the potential of CAN as an activity to contribute to disrupting power asymmetries in and for multilingual TESOL.