We use narrative inquiry to conduct a self-study into our shared journey in teaching, individually and as a collaborative teaching and research partnership. Over the past twelve years we have worked together in after-school programs at Irma's elementary school. This work has served to simultaneously enrich and remediate diverse learners in her 3rd grade dual-language (English/Spanish) classroom. We examine our own practices as leaders and learners in our project involving struggling elementary grades children. Through this collaborative work, the children themselves become learners and leaders, as they too contribute to this narrative and develop/close their numeracy and visualization gaps to exceed grade-level expectations. As authors, we (Jackie Sack, a university researcher and preservice teacher instructor, and Irma Vazquez, a 3rd grade elementary teacher in a dual-language urban public school), have collaborated for more than a decade in curriculum research studies to enrich learners and to close numeracy gaps. The self-study framework coupled with the narrative inquiry research method helped them to reflect on their practice together and individually as researchers, leaders, and learners in addition to the students' contributions as leaders and learners in this study. [For the complete volume, "Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading. Palgrave Studies on Leadership and Learning in Teacher Education," see ED616372.]