In this article we deliberate upon our way of facilitating focus group sessions with teachers concerning their views on inclusive education, by referring also to feedback that we received from the participants when they commented upon their experiences of the sessions. (The teacher participants were from three separate primary schools in South Africa.) The focus groups were held during June 2012, in schools from a semi-urban area. Immediately following the session, we posed questions to the group asking about their experience of the session overall, of the process of facilitation, of our questions guiding the discussion in the focus group, of whether they felt they had learned from the facilitators as well as from other participants in the group, and whether they would have liked us to ask any other questions. Based on this feedback, and also linking our deliberations to some examples from other researchers' accounts of focus group research, we offer some suggestions for new ways of reflecting upon the purpose(s) of focus group interviewing in this and other research arenas.