In this critical race autoethnography, researchers explored the relationship between running and collective wellness for teacher educators of Color. Central to this study was an awareness that academia reflects and re(creates) oppressive social dynamics which contribute to stress and burnout for teacher educators and teacher leaders with multiply marginalized identities. The study examined the collective efforts of teacher educators of Color to sustain each other within institutional spaces that are often hostile to them. Through an analysis of critical dialogues and written narratives, this study underscores the significance of running (a) for identity formation and negotiation (b) as analogous to the navigation of academia, and (c) as a practice of agency and resistance. Through their "running collective," authors created "kinetic counterspaces" -- critical, active spaces for collective theorizing, embodied resistance and wellness through movement. Within the current sociopolitical climate that brings added stressors and uncertainties for already-marginalized educators, findings highlight the value of kinetic counterspaces for teacher educators of Color.