Researchers engaging in self-study “are committed to their ongoing professional learning and explore their assumptions, beliefs and actions as they are enacted in practice” (Casey et al., 2018, p.56). Maura, Richard and Tony are primary physical education teacher educators working with generalist pre-service teachers (PSTs) in three different universities in Ireland. We previously undertook a collaborative self-study project to explore our pedagogical approaches in introducing the Meaningful Physical Education (MPE) framework to our students. Following the completion of this study, we sought to evaluate our own professional learning outcomes and use self-study to consider future directions for our practice. We decided to focus this inquiry on our interactions within a ‘social learning space’ (Wenger-Trayner & Wenger-Trayner, 2020, p. 13). The Value Creation Framework (VCF), currently presented as eight value-creation cycles (Wenger-Trayner & Wenger-Trayner, 2020), was used as a lens to analyse our reflections and discussions. Three themes were generated: developing identities as teacher educators, the influence of collaboration on individual practices within physical education, and professional learning beyond the specific subject area. Exploring our experiences through the Value Creation Framework (Wenger-Trayner & Wenger-Trayner, 2020) provided us with opportunities for personal and professional learning and enabled us to model reflective practice.