Teacher inquiry can shape empirical inquiries by nonpracticing researchers, by allowing them to draw on the practical knowledge of those in the classroom. This recognition challenged the author to question what legitimized her role as a teacher-researcher and ask how she could have felt empowered as a researcher without higher education. In this article, the author reflects on her own teacher-researcher journey to explore issues that others may encounter as they recognize the important role of the practitioner as researcher in primary and secondary classrooms, and beyond. Castle (2006) makes the case for teaching as research. The author is offering the position of teaching as lived research, whereby everyday classroom experiences open a critical space for making teacher voice visible through educational inquiry.