In the ideal, reciprocity in qualitative inquiry occurs when there is give-and-take between researchers and the researched; however, the demands of the academy and resource constraints often make the pursuit of reciprocity difficult. Drawing on two video-based, qualitative studies in which researchers utilized video records as resources to enhance reciprocity, this article explores how educators and researchers can negotiate relationships to make the research enterprise mutually beneficial. In particular, this article examines specific events where researchers and educators collaboratively analyzed video data, including video of the research team engaged in analytic conversations. The resulting conversations interrupted traditional boundaries between researchers and participants and yielded understandings that benefited both parties. The conclusion provides a set of questions educators can pose to researchers to help ensure reciprocity. (Contains 2 notes.)