This article presents the reflections of "The Self-Study Group," a community of teacher educators and scholars. In this article, we utilize the theoretical framework of "Bildung" and the literary genre of "Bildungsroman" to explore the work of being a teacher educator. Drawing upon the results of a narrative self-study, we explore how, for individual teacher educators, the significance of teacher education stems from one's life story, including lived experiences from being a child, being a student, and being a teacher. We argue that the acts of authoring and telling of stories have the potential to illuminate the interconnected nature of the personal and the professional dimensions of teacher educator self-formation. [This article was written by "The Self-Study Group," a collection of 11 teacher educators and scholars who work at Texas Tech University in Lubbock, Texas. Group members include: Aaron S. Zimmerman, Cheryl A. Bottoms Brewer, Linnie Greenlees, Elizabeth Isidro, Zinab Muñoz, Yvonne Cásares Khan, Ana Torres, Shannon Watson, Elizabeth Woodall, Amani Zaier, and Xi-aofang Zeng.]