In this article we attend to the complex task of articulating our practice and our learning as mathematics teacher educator researchers. We adopt Laurinda Brown’s description of learning as a process of seeing more, seeing differently and draw on three vignettes from our work together to illustrate features of our research as intimate scholars developing our expertise. We offer an account of our self-based study from an enactivist perspective, paying specific attention to how, as both researcher and researched, we decentre ourselves through utilising multiple perspectives, an example of which is articulated as a process of occupying threshold spaces.