This study investigates the role of synergistic scaffolds in supporting preservice teachers' knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews. Quantitative and qualitative methods were used to analyze differences in the quality of the papers, the relationship between the scaffolds and the preservice teachers' revisions, and the preservice teachers' perceptions of which scaffolds best supported their learning. We conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher. Implications of our findings for teacher education and suggested areas for further research and development are discussed. (Contains 6 figures and 1 table.)