In this chapter, I will introduce Collaborative Autoethnography (CAE), framed within bricolage (Kincheloe, McLaren, & Steinberg, 2011), as a valid methodological option to narrativize the meaning and implications of being a pre-service English-language teacher (PELT) and becoming a professional English teacher. In doing so, I will discuss (from my own story) the importance of having a critical position while examining PELTs’ selves within the Initial English Language Teacher Education (IELTE) context, and the role they have as knowing subjects participating in research projects (Vasilachis de Gialdino, 2009). Before starting the discussion on this methodological option, I will explain my current research query. (....)