This paper considers the practical implementation of constructivist grounded theory principles in a study of widening participation in Irish higher education. Following a brief introduction to the research study upon which this paper draws, a rationale is provided for the use of grounded theory and the objectivist-constructivist nexus is examined. Grounded theory was regarded as a valuable methodology to employ in the area of social justice-oriented widening participation research; however, objectivist approaches were found to be problematic. This paper identifies key principles informing a constructivist grounded theory research design and subsequently focuses on what these principles might 'look like', in practice, through an exploration of three key processes I employed in my grounded theory study. These processes provide examples of how researchers might adapt grounded theory methods, in a constructivist fashion, to better align the methodology with social justice-oriented research.