This paper describes "currere", a method of critical reflection upon educational experience devised by William Pinar and Madeleine Grumet. In teacher education, this autobiographical method is employed to reveal how the classroom situation is determined by the kinds of questions asked of it. The methodology is related to dominant themes in supervision literature and teacher effectiveness research and to definitions of situation drawn from phenomenology and existential philosophy. Application of this method is demonstrated in writings of teachers with whom it has been used. Contributions of this methodology to techniques of ethnographic and qualitative research and to the training, supervision, and retraining of teachers are discussed. (Author)