“I learn from going,” the poet Theodore Roethke writes in the epigraph to this chapter. This emergent quality of autoethnographic writing is one of autoethnography’s key features. In contrast to more traditional ethnographic forms, autoethnographic writing is based upon and emerges from relationship and context. It is open to experimentation in ways that set it apart from more “scientific” approaches to inquiry, both in theory and in method. But, although it is generally accepted that autoethnographers “learn by going,” little attention has been paid to the question of “how” one learns and how one “does” autoethnography as a stance, as a position, as a contribution to emerging scholarship. What are the modes of inquiry associated with autoethnographies and how can these be best presented to provide some guidance for scholars who are drawn to this genre where Self and Other (s) interact, relate and dance together in ways that challenge the received wisdom of more traditional social science? These methodological issues, and how such issues contribute to the scholarship on autoethnographic inquiry, are the focus of this chapter, and how a