This article illustrates how an ethnographic perspective can provide a descriptive methodological approach to parent-research as a process of inquiry within the field of education. By juxtaposing data and illuminating reflexive accounts from a longitudinal parent-research study, I suggest that such a perspective provides critical insights into the roles of subjectivities, reflexivity, and positionality as mutually constitutive of each other as they relate to the process and product of parent-research. In addition, I suggest how the field of educational ethnography would benefit from viewing parents as co-researchers. (Contains 1 table.)