Autoethnography, a qualitative research methodology that investigates aspects of individuals' identities, ideologies, and emotions, has recently gained traction in applied linguistics and second language (L2) scholarship. However, research is needed that investigates the use of autoethnography in preservice teacher education programs, along with exploring the connections between individuals' autoethnographies and actual pedagogical practices. The current study explores such issues by implementing a critical autoethnographic narrative assignment in a master's TESOL course for teacher candidates (TCs). Eight TCs completed two installments of a critical autoethnographic narrative, reflecting on their prior L2 learning and teaching/tutoring experiences. After completing various course assignments (e.g., textbook review, lesson plans), TCs then produced a final multimodal reflection, examining how their experiences influenced their pedagogies. TCs' narratives and reflections were thematically analyzed to examine 1) shared identities, ideologies, and challenges faced, and 2) explicit connections TCs made between their experiences and pedagogies. The findings of this study point to multiple shared ideologies and challenges among the TCs. Some preservice teachers were also able to link aspects of their identities and ideologies to specific curricular design practices. Implications are discussed for L2 teacher educators in terms of leveraging autoethnography for fostering reflective practices.