For early career teachers (ECTs) working with multilingual and minoritized students, opportunities to grow as professionals are important. Teachers require support with enacting culturally sustaining and equity-based practice. Building on frameworks that emphasize the importance of opportunities for teachers to collaborate with colleagues, we argue that sustained, collaborative approaches around problems of practice offer humanizing spaces for teacher development and may be especially important for TESOL professionals as they learn to work with multilingual students. We reflect on the potential of our humanizing collaborative research project that aimed to identify core practices that ECTs of multilingual students use and need as they do their work in classrooms. Specifically, we examine the following question: How did our collaborative research process with participants in an M.Ed. in TESOL program create a humanizing space for ECTs of multilingual students? Findings reveal that creating spaces where ECTs have opportunities to ask meaningful questions about their own practice, feel safe to express doubts, share challenges, deeply reflect on humanizing pedagogy, share resources and ideas, remain connected to the university, and have a voice and a sense of developing self-efficacy, are meaningful to supporting their development as humanizing practitioners.