When the word “research” is mentioned, the importance of objectivity often comes immediately to mind. In fact, for centuries “objectivity” has been assumed to be a hallmark of legitimate research and it was taken as a given that all legitimate research had to be scientific. In the 1980s, educators began to challenge this prevailing assumption and began to argue for the legitimacy of inquiries embedded in the knowledge traditions of the arts and humanities. Still the criteria of “objectivity” exerted a powerful influence in the thinking of many educational researchers, including doctoral students trying to conceptualize a dissertation study. This article offers a helpful rationale for undersatnding why a stance of objectivity is not tenable in practice-embedded inquiry.