This collaborative autoethnographic research explores the identity shaping construction trajectory of a group of three English teacher researchers as well as the repercussions that these processes had on the enactment of a critical decolonial perception toward the ELT field. Using a qualitative approach, the English teachers engaged in this collaborative autoethnography shared their experiences, beliefs, and influences to collectively examine how these influenced their evolving professional identities and their current critical understanding of the field. In general, the study reveals that collaborative autoethnography provides a unique platform for examining the identity trajectory of individuals and for establishing a connection between the past and the present. The findings similarly highlight the interplay between individual experiences, sociocultural contexts, and pedagogical practices, fostering a deeper understanding of English teacher researcher identity development. By emphasizing the significance of collective exploration, this study advocates for incorporating collaborative autoethnography more actively as a valuable tool for professional development in English education and research in general, and in Colombia in particular.