This paper analyses the use of literacy autobiography as a way for preservice teachers to examine their own understandings of literacy, multiliteracies and literacy teaching. We reflect on what we as lecturers have learnt about our students and their literacy experiences, about our own literacy experiences and values, as well as what the students learnt through completing a literacy autobiography. Specifically we look at whether the use of the literacy autobiography has been useful in expanding students' understandings of literacy.