This journal issue produced by UCLA's Center X is a special issue of the Center XChange publication devoted to critical teacher autoethnography. Developed in response to the increasing pressures teachers face amid a rapidly shifting educational landscape, the issue draws on critical pedagogy and autoethnographic methodology to offer humanizing accounts of teaching. It centers on narratives written by second-year UCLA Teacher Education Program students reflecting on their first year of classroom teaching, using personal storytelling to connect educational theory with lived experience and examine their own positionality in the classroom. These accounts move beyond classroom anecdotes to explore how race, language, power, and identity shape the experiences of both students and teachers in public education. A companion section offers a unit plan on social justice developed collaboratively with K–12 students. This resource may benefit teacher candidates, teacher educators, and practicing educators interested in reflective practice, equity-centered teaching, and approaches that elevate student voice.