In this article, we describe our inquiry and confess how our work as teacher educators weaves through multiple contexts and roles to reinforce a stronger enactment and construction of knowledge and practical relevance. We examined the complex nature of teacher education roles through collaborative self-study. Questions included the following: What roles do we enact as teacher educators? How do these enacted roles interact in multiple, situated contexts? We found our roles were multidimensional across activity systems. Knowledge and models flowed across settings and enhanced practical relevance with candidates and in our work as we negotiated the multiple interweavings of our work.