Rooted in critical pedagogy and situated learning theory, this collaborative self-study examined how six teacher educators from different institutions worked to improve their culturally sustaining pedagogy (CSP) and activism practice. Data sources included participants' weekly journals, critical friends' feedback, and field notes and audio-video recordings of virtual meetings. Through constant-comparative analysis, three major themes emerged: we engaged in recursive cycles of (re)conceptualizations of CSP and activism, our evolving conceptualizations (re)shaped our practice, and we built a communal responsibility-a deep seated commitment to the success of all group members. This study suggests collaborative critical reflection on CSP and activism is beneficial to practitioners, including teacher educators.