This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]