A teacher educator phenomenologically researches with two studio teachers, creating a dynamic of three reflective practitioners making meaning of their time in the studios. They are reflective practitioners as they claim to practice learning and teaching in reflection, action and reflective action. In their team of three, they explore the question: "How can reflective practices help us make meaning of our experiences in the early childhood studio?" This team ventures to find meaning in their reflective studio encounters as they work together to reflect back on their experiences in a school's studios. Working with small groups of children in two studios, these teacher researchers co-learn with children, in one studio about making family faces and the other about creating birds and nests. They bring together their trails and traces of learning--their documentation--to collaborate on reflecting back their experiences and make meaning of them to move forward in their work. In reflecting, problems arise with collaboration which leads to solutions of risking to listen, moving beyond comfort zones and more reflection. (Contains 5 figures.)