For centuries, Native Hawaiians, like other Indigenous and historically oppressed communities, have been studied by Western researchers whose claims, until recently, have been accepted without question and in many instances have led to Native Hawaiians' continued oppression. However, now that growing numbers of Native Hawaiians and individuals from other Indigenous and historically marginalized communities are entering higher education and becoming researchers and teachers of research, the question that looms before them is: How will the research stories that are told be different, or will they be different, from the stories previously told by Western research? The author of this article, a Native Hawaiian, begins her qualitative analysis course by suggesting that if educational researchers who are concerned with challenging oppression and promoting social justice want to tell different, and ultimately more liberating, stories about Hawaiian schools and communities, there may be a need need to use different tools of analysis; for if researchers continue to use the same, dominant analytical methods, they may quite simply end up retelling the same, dominant stories. The author then describes how she invites her students to join her in a semester-long, collaborative apprenticeship for qualitative research bricoleurs who aspire to tell them both more critical and more empowering stories about the schools and communities in which they work and live. Working collaboratively within the framework of "research as bricolage," she and her students set out to assemble, explore, and utilize multiple methodological and analytical tools with an emphasis on methods of analysis that are appropriate for emancipatory research in indigenous and historically oppressed communities.