Even though Indigenous Latino/a/x students sometimes have different experiences from other students in bilingual programs in the US, they are often homogenized into the overarching category of 'Latino/a/o/x.' Using narrative inquiry and the sub-genre of collective autoethnography, this paper tells the story of our experiences studying K'iche' and Kaqchikel as part of a graduate course in a bilingual teacher education program. Drawing on Critical Latinx Indigeneities theory, we found that studying Indigenous languages as part of a bilingual teacher education course and critically reflecting on this together helped increase our multilingual awareness, know and connect to our students and community, and learn more about ourselves in the process.