In recent years, teachers and students have become more aware of the bilingual utilization of students’ home language (in our context Japanese) with English in “translanguaging” (Doiz et al., 2013, p. 213). However, little consensus exists as to how teachers can integrate content and translanguaging practices in the classroom. This study examined how, as two teachers of differing linguistic backgrounds and experiences, we implemented translanguaging in our Content and Language Integrated Learning (CLIL) teaching practices at a regional Japanese university that has an English medium instruction (EMI) policy. Using a collaborative autoethnographic (CAE) approach, we co-constructed our narratives into our beliefs and pedagogies in utilizing Japanese to help students cope with the demands of future EMI. Findings from our CAE revealed that we had similar and different purposes in adopting translanguaging as a pedagogical tool, grouped into the following themes: (i) enabling students to critically reflect upon Japanese identity and values through intercultural comparisons, (ii) challenging the institutional ideology of native-speakerism as a model, (iii) creating a sense of agency for learning content through English, (iv) developing higher cognitive skills among Japanese learners necessary for future EMI, (v) endorsing the use of multilingual resources for CLIL, and (vi) showing how we index translanguaging practices to our linguistic backgrounds and pedagogical beliefs. These narrative insights into translanguaging in the Japanese CLIL context can serve as a platform for both novice and experienced CLIL teachers to reflect, probe, and stimulate further discussion on the home language as a pedagogical tool in the classroom.