In this personal reflection, the author explores her own learning in becoming a language teacher educator who aims to develop preservice teachers' critical intercultural praxis. By revisiting the course reflections of one of her preservice teachers, the author confronts her failures and perceptions about what it means to be a "critical" teacher educator who prioritizes education grounded in social justice, power, (in)equity, and cultural identity. This piece offers insights into the importance of teaching from where students are at in their own journeys of becoming, which may require that teacher educators broaden their worldviews and open up possibilities for new praxis, particularly in terms of interculturality.