This paper offers an autoethnographic account of using Interpretative Phenomenological Analysis (IPA) as a doctoral researcher to explore the career experiences of women deputy headteachers. IPA is a qualitative methodology which lends itself to a detailed exploration of the ways in which individuals make sense of their lived experiences. Despite the wide use of IPA in many areas of social science, this methodological approach is not commonly used by those investigating the career experiences of those working in educational leadership, management and administration. To examine the methodological implications of using IPA in such studies, this paper reflects on the author's doctoral journey as she investigated the career experiences of twelve women deputy headteachers working in state-funded secondary schools in England. Participants were interviewed at the point in their careers when they were contemplating the significant decision whether or not to pursue promotion to headship. Interview extracts and illustrative excerpts from the author's research journal are used to discuss the possibilities of IPA as well as the potential challenges facing first-time IPA researchers.