University researchers face a significant obstacle when studying schools: their lives as researchers began in schools. How can researchers enter the contemporary high school and see the movement of bodies through those halls as something other than a confirmation or rejection of their own schooling experiences? What special intellectual and emotional work is required of the researcher who studies schooling? This commentary uses Michel de Certeau's essay, "Walking in the City" (1984) as a lens for viewing the role of a researcher's partiality in the articles in this special issue of "Sex Education." "Walking in the City" is included in a larger collection entitled "The Practice of Everyday Life," a series of essays that turn our attention to the pedestrian activities--cooking, walking, shopping--that comprise ordinary life. This special issue focuses on the activities and objects that might comprise an everyday life of sexuality in schools: curriculum, school policy, rituals and traditions, pedagogy, physical spaces, classroom materials, discipline procedures, and dress codes. To understand sexuality in schools, we need to pay attention to the ordinary activities, objects, and spaces where sexuality emerges.