This paper draws on research which took an auto/biographical and narrative approach in order to investigate mainstream teachers' and teaching assistants' experiences and understandings of inclusion. Throughout the 2003/04 academic year, three researchers made three visits to one primary and one secondary school to talk with individuals and groups. The research involved the stories collected as "data" and our stories as researchers. This paper draws on both sets of stories and considers the researchers' experiences of "doing" and being involved in narrative research, as well as affording some glimpses into the stories of inclusion that they collected.