The power relations between ethnographers, teachers and students present more than a few difficulties. When one graduate student sat in on--in fact, became a student in--another graduate student's elementary composition class, "The American Experience through Literature," several problems arose concerning the status of the enthographer--was she a student, an ally, a mediator?--and concerning the ownership of the ethnographer's material and who she could show it to and whether or not she needed the instructor's permission. Here are some questions which the participants wish they had spoken more explicitly about prior to the project: (1) If the instructor finds the ethnographer's presence negative, are there other benefits for the teacher and the students? At what point should the ethnographer volunteer to leave? (2) Who will own the data? Is the ethnographer obligated to get permission from the instructor to use graded papers in public situations? (3) How will issues of representation be negotiated? Will interpretations be cycled through the participants? In this particular case, the students dispersed after the term was over and did not seem interested in reading subsequent texts. Is the ethnographer obligated, though, to show the instructor what she has written about the class? Given these issues, ethnographers and instructors might consider writing out a contract, outlining their expectations. (TB)