This case study examines the challenges of researching one of the most sensitive topics in education contexts: racism. Based on a research project that critically examined the culture in a U.K. university, data were collected using participant observation and in-depth interviews with participants from an underrepresented group. The data were then analyzed using interpretative phenomenological analysis. In this case study, we show how approaching a case study from both an "emic" and "etic" perspective by flexibly positioning oneself as both an insider and an outsider can play a significant role in gaining access to the studied group and producing rich, authentic data. We show how, if treated rigorously and responsibly, research can successfully undertake a range of critical tasks: providing a platform for marginalized participants in a complex social context, establishing a voice that both amplifies these marginalized perspectives and communicates challenging messages to a wider audience, and challenging and renewing critical concepts that can both illuminate complex, qualitative findings and provide conceptual tools for further research. [This content is provided in the format of an e-book.]