This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in elementary education, the authors created a space to investigate the limitations and opportunities in teaching a course outside their educational expertise. The result was a space of support in three forms: pedagogical, affective, and intellectual. Pedagogical support was provided through the process of curriculum development and the sharing of classroom strategies, affective support resulted from the validation of feelings related to status and time, and intellectual support allowed the authors to uncover personal philosophies for teaching elementary social studies and to analyze how program structures influenced their instruction. Findings suggest that novice teacher educators could benefit greatly from critical friendships that may help them become more reflective and better navigate the process of learning to teach teachers. In addition, the authors found that critical friendships can minimize the feelings of being an outsider and allow for collaborative insights into the inner workings of teacher education.