We are three mathematics teacher educators (MTEs) at a Hispanic serving institution that predominantly teach mathematics education courses for elementary and secondary teacher candidates (TCs). In this paper, we present findings from a collaborative self-study in which we used dimensions of the Rehumanizing Mathematics (RM) framework (Gutiérrez, 2018), to situate and integrate our work across mathematics content and methods courses. Our diverse cultural and academic backgrounds and lived experiences profoundly influence our professional practices, particularly our work with teacher candidates. We intentionally utilize counter storytelling as a way to describe how our respective work with TCs aligns with particular dimensions in the RM framework. Our findings indicate that our collaborative self-reflections have positively influenced our individual pedagogical practices. We have recognized through our collaborations that we have much to learn from one another to both inform and strengthen our practice as MTEs in ways that put forth a collective commitment to rehumanizing mathematics education for our students and the children they will ultimately teach. [For the complete proceedings, see ED630210.]