In this article we present two narratives that have generated pedagogical insights into our identities in becoming researchers. We are concerned with the interaction of the self-as-researcher in a context, over time, with others who also have an expressed commitment to the educational world. Our commitment to better understanding educational research led us to share our stories in relation to the participants in our research studies. Movement, identity shifting and vulnerability emerged as major threads after journaling and discussing the data we collected. We conclude that, in connection with others and with a community, self-study research has the potential to generate powerful and ultimately far-reaching ways to influence our research practice and our ability to explore and understand ourselves as beginning researchers.