Research cannot be conducted without conscious or unconscious use of underlying theoretical principles (Broido & Manning, 2002). As such, even studies that seem void of theoretical underpinnings subscribe to some semblance of theoretical principles. Broido and Manning (2002) argue that postmodernism, feminist theory, and critical theory, among others, offer higher education researchers "new ways to consider their relationships with students, colleagues, institutions, and society" (p. 444). Moreover, Abes (2009) encourages researchers to consider experimenting with the choice and application of theoretical perspectives. To answer these calls, this article provides an in-depth exploration of the differences and similarities of feminist postmodern focus group interviews and constructivist one-on-one interviews with 38 women elected as leaders in a national higher education association. The women both (re)member and (re)live their experiences. The author intentionally follows two feminist theoretical perspectives-and their congruent methodologies, methods, and findings-in order to reflect on the complexities and power of researchers' determinations in the hopes of advancing critical conversations about methodology in higher education. (Contains 1 table.)