This article outlines a researcher's struggles with conducting "ethical" research when her case study reveals racializations faced by a minority teacher in a Canadian ESL program. How might becoming privy to research participants' experiences of inequity in ESL education complicate the notion of research ethics when "doing the right thing" runs counter to a researcher's ethical duties of ensuring trust, commitment, and confidentiality? The article speaks to the complexities of research ethics in the light of issues of negotiating researcher/researched identities, conducting anti-racist research, and addressing larger issues of power and inequity in ESL education.