Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used by students as a useful pedagogic tool that develops deep reflection. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic project is described, which was conducted by the author with six preservice English teachers. The study consisted of four stages and the object of focus in this article is the English teacher candidates’ creation of third spaces in their duoethnographic conversations. The examples of the generated third spaces are discussed, as well as limitations and possible implications of this study.