A goal in chemistry education research and teaching is to make chemistry education inclusive to our diverse students. Ethnography is one approach that can support this goal, because it supports researchers and educators in questioning what is considered ordinary by exploring chemistry as a culture. By exploring chemistry as a culture, we can understand how we represent the discipline of chemistry to our students in what we teach, how we teach, and who we teach. Questioning the ordinary aspects of research and teaching can help us work towards creating a more inclusive chemistry culture for our students, researchers, and instructors. Within this perspective, the authors explore ethnography as a research methodology and an approach to understanding experiences in practice. This perspective explores how different choices in research design, such as the research questions, theoretical framework, methods, and methodology framing, lead to different goals and representations of chemistry culture. This perspective aims to start conversations around what we can learn from different representations of chemistry culture for chemistry practice by questioning what is taken for granted in the learning theories chosen, approaches to interventions, and systematic barriers. In its potential to illuminate how chemistry culture is represented and transmitted to students, ethnography can help create more inclusive, accessible, and supportive spaces for learning and interdisciplinary research.