This chapter outlines the research methodology, narrative inquiry. Drawing on the three-dimensional life space of temporality, sociality, and place, the study positions teaching as a lived experience shaped by context and relationships. The chapter explains participant selection, including one Canadian generalist teacher, one Chinese mathematics specialist, and one Canadian and one Chinese principals. It details methods of field text collection—classroom observations, follow-up interviews, and artifacts—and describes analytic strategies for co-composing and interpreting narratives. Narrative inquiry is presented as both ethical and relational, allowing teachers’ voices to emerge authentically.