This article examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. It is a discussion about the use of theory in self-study research, rather than a report of research findings. The discussion is shaped through (re)consideration of a collaborative self-study doctoral research project. To consider the tensions between poststructural theory and self-study methodology, I first outline key aspects of humanism and link these to the underpinnings of self-study. Next, I discuss potential connections between poststructural theory and self-study research. I then provide a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education. Finally, I propose that self-study researchers may find poststructural theory useful as a means to think differently about our current practices and to consider the potential effects of proposed practices.