For years, the authors have heard the pleas of students, administrators, staff, and faculty to be able to write more personally--for publication, course assignments, theses, and dissertations. They have heard educators throughout the United States talk about the value of personal narrative writing as a way to take a different in-depth look at an experience, a social condition, and other profession-related phenomena. The approach that their colleagues want is what the authors call "me-search"--bringing the "me" into the research. In this article, the authors demonstrate how taking a vigorous approach to this "me-search" can positively shift what is perceived of as "knowing" in higher education. While they use an example from student affairs to illustrate how this "me-search" process can combine with traditional research to broaden the understanding of knowing, they are convinced that it applies across contexts, from undergraduate classroom to administrative boardroom.