This article analyzes the experiences of two preservice English language teachers within the bachelor´s degree in ELT and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as contributing agents to the field of English language teaching and address issues such as methodologies, mentor teachers, native speakerism, colonial ideologies, and decolonization processes. Concluding comments suggest that preservice English language teachers should be allowed to reflect, analyze, and thus contribute to understanding the social dynamics of what it means to teach and be a language teacher. Preservice English language Teachers are not passive agents but builders of knowledge, capable of transforming their vision of education, making visible the critical aspects of education, and resisting imposed colonial pedagogical processes.