Autoethnography is a form of qualitative inquiry intended to connect the lived experience of a researcher to the larger social and cultural world (Ellis, 2004) and it can be a valuable methodological tool for adult educators and learners. This paper explores the use and value of autoethnography as a qualitative methodology and explores the possibilities of its application to future research in the field of adult vocational and technology education. In particular, the question of what autoethnography is, and how it can be applied to adult learning contexts, is addressed. This is achieved by delving into the defining characteristics of autoethnography, the variations of the approach and its representation in scholarly work, and ends with current critiques that those considering autoethnography must consider.