This paper reports on a study into course relevance conducted using some of the principles of Exploratory Practice (EP). I wanted to gain an understanding about how relevant the students taking my English courses perceived them to be in terms of their own lives. I also hoped to resolve some of the tensions experienced due to the differences in student and teacher perspective on what is relevant. EP emphasizes working to gain situated understandings via normal teaching practices as a collegial process, involving everyone concerned. Therefore I collected data using natural ways, compatible with life in the classroom and the school, involving both students and colleagues as co-researchers. Analysis of the data enabled me to see course relevance as part of the wider context of motivation, and also to understand that students can themselves shape a course to serve their own needs. (Contains 3 tables.)