The purpose of this autoethnography study is to describe the influence that my former academic experiences as a language learner have on my current practices as a pre-service teacher. Two pre-service teachers, including myself, served as participants to collect the information needed. In order to collect the necessary data to reach the objective of the study, three different techniques were applied. We first narrated our former experiences as language learners; then, each of us conducted a three-cycle observation of the English classes we teach, and as a third procedure, we compared our teaching actions through collaborative witnessing. The data analysis led to the discovery of how, as pre-service teachers, our approaches and practices are mostly reflecting insights from the teaching training; however, unexpected situations in the class that are not considered in the lesson plan lead us to in-situ decision-making. Such moments generate insecurity and a lack of control, causing us to appeal to former language learning experiences. In this sense, the results of each class-negative or positive–serve as an opportunity for pre-service teachers to reflect upon their practices and enrich professional development.