As teachers search for ways to improve their craft through reflection, critical friendships have proven to be effective at improving preservice and inservice teachers' reflective behaviors. This qualitative study sought to understand the experiences of agricultural education preservice teachers participating in critical friendships with other agricultural education majors and with teachers in other disciplines. After three weeks of engaging in critical friendships, analysis of discussions between critical friends and interviews with participants indicated that, while the critical friendships were perceived as helpful, their utility was dependent on specific conditions within the teachers' settings. Additionally, preservice agriculture teachers engaged in different types of discussions when working with peers within or outside the discipline. The findings and implications from this study can assist teacher educators in developing parameters for critical friendships that can ensure their effective use and success within agricultural education.