This study examines our (three teacher educators) learning through navigating thresholds and crossing boundaries as academic leaders. When boundaries between different professional roles are crossed, new in-between spaces of practice are created that provide rich personal and professional learning. Akkerman and Bakker (2011) identify four mechanisms for learning in boundary crossings; 'identification', 'coordination', 'reflection' and 'transformation'. This collaborative self-study of teacher education practices (S-STEP) draws on online conversations and reflections with the findings framed through the four mechanisms. First, leadership roles required a different identification or ‘presence and presentation’. Clothing choices were a visible delineation of our former and current roles and how we were becoming more strategic as academic leaders. Second, we sought opportunities for coordination in that we asked people (whom we recognized as effective leaders) for conversations about our professional and personal struggles. Navigating boundaries requires acknowledging the appropriate voice and delivering the appropriate message at meetings and represents a form of transformation. There is a strong alignment between 'reflection' and the S-STEP methodology as both involve learning about one's own and others’ practices. Understanding these aspects does not ensure success but increases the likelihood of positive outcomes. We have come to understand that boundaries are permeable and we can choose to traverse them with greater confidence because we have acquired a growing repertoire of strategies. Collaborative S-STEP has served as a powerful tool to navigate these boundaries.