Purpose: To understand the process of an international doctoral physical education teacher education instructor instituting change during one semester of teaching a university course in the United States. Method: Data included reflexive journal entries, recordings of peer debriefing meetings with a critical friend, informal WhatsApp messages, and anonymous feedback from students. Data were analyzed through thematic analysis. Results: The three main themes were (a) action research as a tool for change, (b) the challenges of the first year as a doctoral physical education teacher education instructor, and (c) the power of reflection. We discuss the main challenges the first author faced and the complexities of the process of developing her pedagogical philosophies in teaching higher education for the first time in a new culture. Conclusions: Action research served as a tool to overcome challenges, develop confidence, and autonomy. The support system provided by her advisors was the main asset for achieving pedagogical change.