Unlike the previous chapters in this book, this chapter presents a reflection that does not necessarily seek to account for research with qualitative methodologies and the scope of its results, nor is it an exposition of a particular method. Instead, its purpose is to convey an experience and a way of thinking about how problems and research programs are constructed, especially when they involve generative methodologies such as qualitative ones. In this sense, it represents an effort to systematize a body of knowledge in qualitative research acquired over my years in different roles within research. These experiences have guided me to look beyond individual projects and how these are articulated and contribute to developing knowledge in psychotherapy. It is something that I have also been thinking about in my position as director of a school of psychology. It is a specific mandate or challenge to link undergraduate training with research and, in turn, with my work as a postgraduate teacher. Furthermore, it is my vocation to connect with the context and disseminate scientific knowledge of the university where I work in this type of research. So far, I have come up with the following idea, metaphor, or analogy: that of a research incubator. In what follows, I will make a distinction between a research project and a research program, exposing the incubator as an articulating space. I will present three research experiences in the context of the Bipolar Disorder (BD) research incubator, and I will conclude with the advantages of an incubator for the development of practice-oriented qualitative research and a culturally competent clinical and psychotherapeutic practice.