Rooted in commitments to racial and linguistic justice, this study examines possibilities for multimodal autobiographical storytelling to support teacher candidates (TCs) to consider linguistic and racial injustices through engaging with their own raciolinguicized subjectivities. Theorising with critical multilingual awareness (CMLA), understandings of raciolinguicized subjectivities, and racial literacy, we inquire how processes of multimodal autobiographical storytelling can nurture dispositions and practices of CMLA and antiracism. Drawing from a four-year critical action research study, we examine how four multimodal activities in language-related coursework supported TCs to interrogate the role of race and language in their life stories, education, and society. The multimodal activities include: (1) three-part multiliteracies autobiographies; (2) collaborative literacy life mapping; (3) racial literacy exploration; and (4) reflective drawings. Findings demonstrate how multimodal autobiographical activities enable TCs to creatively and critically story their identities and learning journeys, while denaturalizing raciolinguistic ideologies. Findings also highlight relative affordances and constraints in individual versus collaborative processes of reflective storying; and the significance of compassionate listening as both process and aspiration of critical multilingual antiracist pedagogy. Implications centre on generative possibilities of multimodal autobiographical storytelling to support TCs to disrupt systemic racism and settler colonialism in language education.