The interview process in which Sarah and I engaged is itself an instance of the exercise of practical knowledge on both our parts. In this final chapter I want to look at this research activity and to ask a series of questions about it. The first question is, what kind of knowledge or understanding has been produced by the activity itself? The second question is, what have I learned about methodology insofar as the joint involvement of teachers and researchers in the study of curriculum and teaching is concerned? The third question is whether the process of articulating one’s practical knowledge can be initiated and pursued outside of a specific research context. In the course of attempting to answer these questions I will be looking back at the study from my own perspective as a researcher and teacher, but I will be concerned particulaly to anticipate the questions that might be raised by practitioners—teachers and other school people who are wondering what implications this kind of study has for their everyday work.