The field of educational research encompasses a vast array of paradigmatic and methodological perspectives. Arguably, this range has both expanded and limited our achievements in the name of educational research. In Australia, the ascendancy of certain research perspectives has profoundly shaped the field and its likely future. We (are expected to) identify ourselves in relation to particular theorists, theories, and methodologies, reconciling who we are as education academics with what we do as educational researchers. In this paper, I explore how we might reconcile seemingly incommensurate traditions. The analysis is anchored in my own experience, having traversed the terrain from poststructuralism to randomised controlled trials, and is elaborated through research conducted with colleagues on student aspirations and teacher development. I argue that it is critical to reconcile differences within educational research if we are to ensure the strength of the field and support the next generation of researchers to make a more profound impact on schooling and society.