Developing a research identity is a critical space for novice researchers in teacher education. This self-study explores the experiences of a postgraduate Master of Education student who was working as a novice research assistant with her supervisor to explain how these experiences contributed to research identity development. As novice researcher and supervisor, we examine entries of a research journal and associated supervisor feedback to gain insights into experiences that both support and constrain positive research identity development. Specifically, we promote mentorship and collaborative research as an effective strategy in normalizing the typical feelings of vulnerability and self-doubt that novice researchers experience, but we concede that challenges associated with power imbalances between student and supervisor are difficult to navigate. Recording the personal learning journey as a self-study serves to not only support self, but also others endeavoring to begin research and those who supervise postgraduate students in research projects. This is aligned with the assumption that self-study should seek to facilitate research conversation, not only providing links to literature but also adding to the literature, to ultimately inform practice and development.