We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants "in motion" within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher's and students' discursive moves during the event tactically disrupted the researchers' agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers' work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data "collection." We end with implications for interpreting and representing research findings.