I have developed an adaptation of the emerging duoethnography methodology that allows me to draw on my processes of creating mathematics, interpret these processes for what they might mean for classrooms, and explore/reconceptualize my complementary and competing perspectives as a mathematician and an educator. This article includes a methodological framework for my new adaptation of duoethnography, a small sample of the dialogue involved in such duoethnographic studies, and a discussion of the implications of the sample dialogue. A concluding section points to how duoethnography can be used for future research.