In this paper, I present my experiences as an emerging classroom-based researcher. Using personal narratives, I examine the tensions that emerge from the emotional work often required to conduct educational research. This autoethnographic approach explores the complexity of student-teacher interactions using Swanson's middle-range theory of caring. In reflecting on my experiences, I hope to inform emerging researchers' understanding of reflexive practices as a way of developing critical spaces within PK-12 educational research.