Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies.