This paper is a response to Richard Niesche's recent JEAH paper claiming a 'theory turn' in educational leadership. Bringing Niesche's argument into conversation with recent work on social epistemology in the field, I argue that any claim for a theory turn is premature and arguably requires further nuancing of enduring issues. Framed around the relational methodology, the argument articulates my own complicity with the proposed theory turn, before problematising the idea of a turn and highlighting the importance of time and space. Importantly, I seek to go beyond the analytical dualism of theoretical and atheoretical categories for the purpose of offering a productive contribution for advancing understanding in the field. This is not to refute Niesche's argument, rather to highlight some of the problems and possibilities it identifies and to the push the ideas further in the interest of scholarly dialogue and debate.