In this chapter, I explore different methodological approaches in the qualitative and postqualitative spaces and the decision to choose a critical postqualitative inquiry storying approach to share teachers’ stories evocatively. The study undertaken is both qualitative and postqualitative in its nature. As a qualitative study, it places the storytellers at the centre of the research (Carlson et al. (Eds.). Writing and the articulation of postqualitative research. Taylor & Francis, 2023) and honours their story and seeks to identify common threads between different stories situated in a shared context. I journey through the qualitative space of narrative inquiry (Clandinin. Engaging in narrative inquiry. Taylor and Francis, 2016; Clandinin & Connelly. Narrative inquiry: Experience and storying in qualitative research. Jossey-Bass, 2000) and question the positivist nature of qualitative research (Richardson. Sociology of Sport Journal, 17(1), 5–20, 2000). In seeking an alternative to share teachers’ stories, I explore the postqualitative space (Richardson. Sociology of Sport Journal, 17(1), 5–20, 2000; Richardson. International Journal of Qualitative Studies in Education, 14(1), 33–38, 2001; Richardson & St. Pierre. Writing. A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th ed., pp. 818–838). Sage Publications, 2018), ethnography, and evocative ethnographic writing (Ellis. The ethnographic I: A methodological novel about autoethnography. AltaMira Press, 2004; Ellis. Revision: Autoethnographic reflections on life and work. Left Coast Press, 2009). I choose to share teachers’ stories retelling them using a storying approach in which storying is a way of sharing and hearing their voice (Adams et al. (Eds.) Handbook of autoethnography (2nd ed.). Routledge, 2022) and is the research tool, methodology and method (Bunda. The relationship between indigenous peoples and the university: Solid or what! [doctoral dissertation, University of South Australia]. University of South Australia, 2014; Phillips & Bunda. Research through, with and as storying. Routledge, 2018; Yoder-Wise & Kowalski. Nursing Outlook, 51(1), 37–42, 2003), and DRAWing—departing radically in academic writing—using different academic writing styles (Mackinlay & Madden. DRAW: Departing radically in academic writing. Routledge, 2023.) throughout this book. As a postqualitative study it uses different approaches to exploring and sharing teachers’ stories, and uses writing as a method of inquiry (Richardson. Sociology of Sport Journal, 17(1), 5–20, 2000; Richardson. International Journal of Qualitative Studies in Education, 14(1), 33–38, 2001; Richardson & St. Pierre. Writing. A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th ed., pp. 818–838). Sage Publications, 2018) allowing teachers to speak in their own words and share their perspectives. Their stories provide readers with insights into teachers’ lived experiences, challenging existing beliefs, understandings, expectations, and assumptions about teaching, teachers, and what takes place in schools from teachers’ perspectives. In exploring teachers’ stories through a critical lens, I question the silenced practices and behaviours that are inherent in education, globally, that challenge teachers’ decisions to continue. Also, I question the status quo that exists despite the critical events and subsequent impacts teachers experience and find myself questioning my beliefs and values and what is just and acceptable in schools as workplaces.