This paper introduces autobiographical analysis as a "disruptive strategy" that is deliberately structured to enable preservice teachers to develop new ways of thinking about teaching. Specifically, we: 1) describe how we incorporate a process of critical examination of preservice teachers' biases and assumptions throughout their preparation in the form of autobiographical analysis; and 2) present findings that document the transformation in preservice teachers' thinking as they engage in these opportunities for critical examination. (Contains 2 tables and 1 footnote.)