Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger's commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature of phenomenology--what Heidegger referred to as the "starting point" of phenomenology. I have written this article in the manner of a phenomenological workshop with the intention of inviting the reader to engage experientially with this starting point.