Qualitative researchers have for some time followed recommendations to analyze both "how" interview data are generated in addition to "what" is discussed. Yet little has been written about the challenges of representing these sorts of analyses. This paper discusses the challenges of presenting methodological analyses of interview data to research participants and readers in ways that clearly convey how interviews are accomplished. The paper argues that it is imperative that analysts conducting methodological analyses analyze their own talk in relation with others. Considerations in doing methodological analysis in educational research, including challenges, reconciling interpretations of "what" and "how" topics are discussed in research studies, and possible areas of foci are reviewed. One challenge facing educational researchers doing methodological analyses of interviews is developing expertise in analytic methods that go beyond examinations of the topical content of talk. When interviewers subject their own talk to analysis, they learn about themselves, their craft, and the ways in which knowledge about social worlds are collaboratively produced in research encounters with participants. By developing expertise in how to analyze their interview interaction methodologically, novice educational researchers can attend to significant features of their interview practice and in so doing, develop a reflexive research practice.