Researchers' "reflexivity" about how they shape the phenomena that they study within the data collection process is often presented as a crucial component of ethnographic research methodology. Nevertheless, academic literature about ethnography is mostly silent around whether researchers' dreams are relevant to the research process and their interpretation can be considered a valuable material to be "reflexive" of. While using data from an ethnographic study in two public primary schools in Australia and Slovakia about inclusive education and school leadership, this paper demonstrates how researcher's dreams and their interpretation navigated his decisions about the data collection process, data analysis and ethical aspects of the study. This paper presents original implications for understanding the concept of "reflexivity" and putting it in practice when employing ethnographic research methodology.