A student within a university's Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants' data, she experienced poststructural disruptions within all stages of the dissertation process, from designing and collecting data to formatting and identity as a researcher. This narrative, exploratory article showcases how dissertations in practice can follow nonlinear pathways to knowledge when researchers are open to possibilities.