Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines.