In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions of sociocultural theory. I report from my lens as facilitator-participant-observer and from my work with eleven other participants in a three-semester research project in which we conducted individual self-studies of professional practice as well as a meta-study of the collective. A diverse data set, which included exit interviews, mid-project and end-of-project exit slips, and individual narratives, served to triangulate and support themes of our exchanging of pedagogical activities, learning with critical friends, and re-imagining our pedagogies. The study suggests that, as universities work to improve student learning, they might consider providing creative studio spaces for self-study of professional practice so that faculty can exchange their talents in order to more deeply understand and experience pedagogical innovations. [This article was written with Diana Karczmarczyk, Lesley Smith, Louisa Woodville, Laurie Harmon, Ilham Nasser, Seth Parsons, Toni Smith, Kirk Borne, Lynne Constantine, Ezperanza Roman Mendoza, Jennifer Suh, and Ryan Swanson.]