The article is concerned with the research approaches and nature of methodologies and epistemologies used by practitioner-researchers in a range of occupational areas. The authors use the experiences of candidates on a generic Doctorate in Professional Studies who undertake a module on research and development for professional practice. They also bring their experience as tutors and programme leaders and the results from focus groups with their peers in other universities to this current and topical area of the higher education curriculum. Part of the module asks candidates to write an assignment in which they investigate the methodologies and epistemologies used as a practitioner-researcher. A close analysis of ten of these assignments reveals that the methodologies selected for practice-based projects may be as a result of the candidates' personal, professional and disciplinary backgrounds as well as a time imperative and desire for brevity that arises from an immediacy in the situation. The authors also conclude that a range of factors were important to the practitioner-researchers and that these have important epistemological implications. The social-science-oriented approaches introduced on the programme offer tried and tested ways to research, but more practice-based approaches to practitioner-research could be developed further. (Contains 2 figures.)