This paper discusses collaborative ethnographic work investigating multilingualism within education in Botswana, Tanzania, and Zambia. The paper takes a reflective perspective on how research is conducted and the role that multilingualism and collaboration can play in the research process itself. As a team of thirteen individuals, working across four countries, we bring a range of multilingual repertoires to the project. In this paper we discuss three principles which have been important in guiding our thinking and practice. These are: "researching multilingually"; "researching collaboratively"; and "researching responsively." We discuss the rationale behind these principles and the role they play in our work. We then discuss challenges and successes which have emerged from implementing these principles in practice and use these to outline a framework that those interested in conducting similar work can use to guide their own thinking and practices. The data discussed in this article consist of a corpus of vignettes from members of the project team. Ten vignettes have been collaboratively analysed adopting a thematic analysis. Tasked with reflecting on, and evaluating, the principles the vignette data provide insight into the opportunities and challenges of working multilingually, collaboratively, and responsively within a team with diverse linguistic repertoires.