This paper explores a traditional Islamic pedagogy known as "halaqah" as a potentially useful authentic research method and contributes to discourses about critical and indigenous research methodologies through an analysis of Islamization of Knowledge and other "critical indigenous" movements amongst Muslims. Islamic research principles are tentatively proposed and then used to assess the effectiveness of "halaqah" as an authentic Islamic research method through analysis of a small qualitative study. The study involved Muslim mother-teachers participating in "halaqah" to collaboratively reflect on their work as holistic Islamic educators who are developing a "critical indigenous" education to meet the needs of Muslim children in contemporary Britain. This paper argues that "halaqah" is a more authentic research method in this study than a group interview or focus group as it enabled participants to articulate themselves within their own epistemological and ontological context and engage in critical reflection within an Islamic paradigm.