Critical, collaborative learning activities in teacher education programs prepare pre-service and in-service teachers to work collectively with a social justice stance in their work. However, at the university-level, this kind of collaboration is rare among teacher educators, as education professors are often siloed into their content areas, focused on meeting research criteria for tenure or promotion, or in precarious positions without the protection or promise of tenure. Yet, some research shows that collaborative work in teacher education can also have a transformative effect on practice. One opportunity for teacher educators to collaborate critically is the Transformative Teacher Educator Fellowship (TTEF). In TTEF, teacher educators identify an aspect of teacher education that they would like to transform in a way that promotes social justice and equity, and work together over a year to support each other's work. The authors were participants in the 2018-2019 cohort. They sought to take a collective, critical look at how they address issues of social justice and power in teaching. Through dialogue and practitioner inquiry, the authors explored how being vulnerable and modeling vulnerability in their teaching played a role in hacking and transforming their practice to center social justice. The authors also examined the challenges they faced in being vulnerable, leading often to more questions than answers about the potential role of collective vulnerability in social justice work. The authors take up some of these questions at the end of the article.