This paper discusses some of the methodological and ethical issues that one educational researcher encountered throughout his work, focusing on the importance of understanding teachers' thinking from their perspective (an insider looking out rather than an outsider looking in). It highlights a collaborative research relationship that the researcher had with an experienced high school English teacher, Anna. Using life history, ethnographic, and narrative approaches, the researcher explored the history and evolution of Anna's beliefs about literacy and how those beliefs were related to her teaching practices throughout her career. Anna's story was situated within the larger context of a self-study. The researcher conducted 10 formal interviews with Anna; held dozens of informal conversations with her over 5 years; made over 50 visits to her classroom; spoke with people familiar with her about her teaching practices and thinking about literacy; and examined copies of professional documents. The researcher highlighted: what was relevant, true, necessary and ethical in his account of Anna; the value of friendship; problems with informed consent; the importance of doing no harm; the benefits of anonymity; and sharing the risk. (Contains 30 references.) (SM)