Practitioner-researchers are well-positioned to apply qualitative methods to the study of significant problems of educational practice. However, while learning the skills of qualitative inquiry, practitioners may be compelled by forces outside of qualitative research classrooms to think quantitatively. In this article, the author considers two sources of pressure on novice education researchers that may hinder their development as qualitative researchers. Drawing on the long-established tradition of reflexivity in qualitative inquiry, the author outlines an instructional approach that can guide students in examining and responding to these pressures.