Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006–2007. This article by the group’s coordinators focuses on how conversations within the self-study group contributed to the faculty members’ development as teachers and scholars. Qualities of authentic conversation provide a framework for description, reflection and analysis of the group’s interactions. Implications of forming a large self-study group within a teacher education program are identified.