This case study presents two qualitative feminist research approaches to investigate lived experiences of early-career academics: autoethnography and collective narrative inquiry. Autoethnography tells a story from the researcher's perspective, whereas collective narrative inquiry challenges researcher objectivity and presents multiple participant voices to capture diverse lived experiences. Questions the research asked include "In what ways do early-career academics navigate and negotiate professional identities, career progression, and work-life balance?," "How do hierarchies of power manifest in the experiences of early-career academics?," What are the institutional barriers, biases, and systemic challenges faced by early-career academics, and how do they impact career development and advancement?," How do early-career academics perceive support systems, mentoring, and organizational enablers within academia?" Feminist research centers on women and gender, challenges power relations, aims to improve women's lives, values participant voices, emphasizes care and collectivity, and acknowledges researcher positionality. Positioning oneself as a feminist researcher means giving an ongoing account of oneself in relation to social and historical processes of identity formation. It ensures that researchers turn their criticality toward reflecting on their identities and the practices of feminist research. The processes of citing literature, determining theoretical frameworks, choosing methodologies, collecting and analyzing data, and disseminating findings are performed through a feminist lens. This case study addresses researcher reflexivity, academic activism, insider research, and career interruptions. Readers are invited to apply a feminist lens to research through thoughtful citations and generous scholarship. [This content is provided in the format of an e-book.]