The author combines a literature review with a theoretical analysis of the interface between teacher researchers and Institutional Review Boards in higher education. Maintaining that teacher researchers are "creators of knowledge" (Castle, 2006, p. 2), the article explores the lack of fit between insider research with an emic design and the requirements of IRBs, which are set up for objective, predetermined, outsider research. The article concludes with a list of questions for teacher researchers to use in self-interrogation regarding ethics including: basic questions about research purpose and participants, more complex questions about the research, and ongoing questions designed for examination over time, such as "What is my place in terms of power? My students' place?" Also included are considerations (questions) for IRBs to use in evaluating teacher research proposals.