At one time or another, all researchers in mathematics education must face the rather complex question of their epistemological foundations. Discussing epistemological foundations naturally leads to a conversation about theories. Theories and epistemological foundations work in a circular fashion: theories can have epistemological foundations and theories can lead to the development of epistemological foundations. In this article, Université du Québec à Montréal mathematics education professor Raquel Curin briefly touches on what she considers to be the epistemological foundations that underlie her research. In doing so, she focuses on one central question: How can her epistemological foundations become visible in what "others" read into her research, and in her actions (or reactions) with respect to others' foundations?