This autoethnographic study uses personal memoirs to explore the author's allyship and advocacy efforts throughout the past 24 years in the language teaching profession. Through the process of self-reflexivity and introspection, "turning points" are investigated to understand more about what influences the actions and behaviors of allyship or advocacy 'about, with, and as' multilingual learners. As a district level instructional coach and teacher of multilingual learners in both elementary and adult settings, the author's revelations in teaching identity, influences of Empire, misalignment of the 'sense of language,' and legitimate peripheral participation in communities of practice become salient issues. The dynamics of power in collaborations are also investigated recognizing the significance of racial and linguistic identities within the culture of language communities. Implications for teachers, teacher education and researchers address considerations supporting multilingual ecologies and multi-directional collaboration between the periphery and center of a community of practice. On the basis of this study, autoethnography provides great potential as a transformative tool for supporting self-reflection to support knowledge and growth in educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]