The purpose of this paper is methodological. It serves as a defense of virtual ethnography as a method, not only well suited to postpositivist research, but as a tool to further interrogate the tenuous truth that all research produces. To accomplish this, virtual ethnography is situated within the history of qualitative inquiry and then examined in terms of data collection, analysis, and the types of productive challenges virtuality presents. The paper concludes by considering the use of virtual ethnography in education, particularly in the field of educational technology.