This article uses data from life-history interviews with English language teachers in Chile and California to illustrate methodological processes in teacher identity research through narrative analysis. To this end, the author describes the steps she took in identifying an issue to be examined, selecting particular narratives as representative of this issue, and identifying discursive resources through which this representation is realized. Whereas most research articles focus on findings and place methodology in the background, this article takes advantage of the occasion of a Special Issue on Narrative Research to foreground methodological decisions, inspirations, and dilemmas, while backgrounding results. This is an article about the process of writing an article using narrative data. Due to length limitations, the author offers little in the way of in-depth analysis, but her hope is that novice researchers will find this account of process useful as they develop their own ways of engaging with narrative data. (Contains 6 footnotes.)