This article examines issues arising in the design and conduct of a research project spanning seven countries and five national languages. With a shared focus on leadership for learning among the participating twenty four schools and eight university sites, the challenge was to find a common methodology that would allow comparison across cultures with quite differing histories and working in different policy and linguistic contexts. The authors describe the quantitative measures which afforded a basis for comparison and discuss the challenge of bringing together findings from qualitative data derived from researchers bringing different traditions and cultural constraints to their work with schools. Treating differences as a potential strength rather than an impediment has allowed members of the research team to learn from each other and develop what is termed an "emergent and eclectic" methodology.