As the educational research community has struggled with research issues over the last few decades, we have turned almost exclusively to epistemologically oriented methodology for answers. Implicit in this methodological discourse are three questionable presuppositions about the relationship between methods and methodology and between researchers and methodologists. First, it presumes that that the relationship is deontic, implying that researchers have a duty to follow the methods prescribed by particular methodologies. Second, it presumes that the relationship is universalistic, meaning that it is the responsibility of a researcher to apply the methods prescribed by a methodology without regard to contextual contingencies. Third, it presumes that that the relationship is individualistic, meaning that it is the responsibility of an individual researcher to demonstrate fidelity to prescribed methods. This paper refutes these presuppositions by drawing on naturalistic studies of research to argue that good educational research is a social activity concerned with persuading an audience by contributing to our collective concerns. In doing so, researchers use methodologies and methods as resources in generating persuasive research that is improvisational in nature. However, this description of educational research is only preliminary so this article also suggests studies of educational research that will describe key aspects of doing good research.