Researcher vulnerability has received limited attention in qualitative research. By recognizing vulnerability, researchers can deepen their understanding of the sensory, emotional, and affective dimensions of knowledge production. This article explores researcher vulnerability within the context of arts-based collaborative autoethnography. Researcher vulnerability is particularly significant in arts-based autoethnography because the approach encourages a deep engagement with the researcher's own experiences, emotions, and personal identity. I began by reviewing literature related to researcher vulnerability in qualitative research. After presenting a description of the original project, I described my process of engaging in meta-autoethnography to revisit my own work and reflect on how my researcher vulnerability emerged throughout the research process in an arts-based collaborative autoethnography. In my analysis, I identified three forms of vulnerability that emerged during the research process: professional vulnerability, methodological vulnerability, and positionality vulnerability. These three interrelated forms of researcher vulnerability manifested at various stages of the research. I also examined how revisiting past autoethnographic work uncovers new insights into researcher vulnerability. My understanding of vulnerability has evolved from something I sought to control or avoid to an active, negotiated part of my academic presence. The study offered methodological implications for autoethnographers and practical implications for adult educators who wish to leverage vulnerability in their practice.