Using collaborative autoethnography, we explore how our teacher agency is formed and enacted through the synergy of critical friendship, critical pedagogy, and critical mentorship. Leveraging our strengths as transnational, multilingual language teachers, we practice critical pedagogy and mentorship, using our transnational experience and agentic interactions across micro, meso, and macro levels to empower students at two U.S. minority-serving universities. Through self-reflections and analyses, followed by dialogic discussions on shared reflections as data sources, we identify that our critical friendship, from academic collaborations to shared sisterhood in collective actions and strategies, drives our critical pedagogy and mentorship. The critical friendship has fueled us as language teachers, transforming our professional practices, challenging the status quo, and confronting power structures. Reflecting upon our teacher agency, we use critical friendship as an impetus to engage students through critical pedagogy and critical mentorship.
