The data reported here were gathered in three ethnographic studies in different research settings: a single school, school district, and research center/school district team. These longitudinal studies incorporated the use of ethnography for purposes of collecting data about classroom teachers, principals, staff developers, central office administrators, and researchers who were involved in differnet different kinds of innovation implementation projects. This survey of participants reveals what it is like to be the subjects of ethnographic observation. Analysis of such data and synthesis is the focus of this paper; findings are discussed in terms of how participants perceive their role in the research process as compared to that of the ethnographer, as well as how the participants feel about being subjects of intensive scrutiny. Conclusions and recommendations are suggested in the following terms: personal reactions, role and visibility of the ethnographer, acceptance and trust, ethnographic methods and data, feedback, impact of ethnographers, and characteristics of ethnographers. (Author/GK)