In this paper, we, two transnational doctoral students and language educators of color, engage in a reflexive dialogic conversation focusing on the positionality of our identities. Utilizing duoethnography research methodology, we explored our academic and professional journeys in post-secondary education in our home countries and an Anglophone context. A discussion on negotiating our positionalities in our immediate academic, professional, and sociocultural contexts is provided. We argued that unveiling one's positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research and exploring fluidity in positionality. We closed with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship.