In this article, we argue that one important criterion for evaluating qualitative studies of technical and scientific communication is whether we find our accounts meaningful and capable of redirecting our scholarly and professional practices. As a means of improving our understanding of the situations and practices we study, we address how to engage in our research in ways that not only are self-reflexive and dialogic, but that also solicit and use our participants' perspectives and authority—even when they may differ from our own.