While research into PhD programs and doctoral students' experiences has increased in recent years, fieldwork is overlooked as a source of learning and support. In education, the focus of this paper, fieldwork remains laced with notions of the anthropologist gathering data in a place that is not their own, which narrowly construct the role of the novice and their expectations around 'doing' research. To demonstrate the relevance of these issues and key ethical tensions that they underpin, we explored our recent PhD fieldwork experiences within classrooms in Australian and Zimbabwean schools. By analysing fieldnotes from our lived experiences, we identified similarities between conducting fieldwork 'out there' (in Zimbabwe) and 'at home' (in Australia). These similarities highlighted a multitude of roles and dynamics associated with the researcher presence, as well as the importance of balancing complex needs during fieldwork. Our analyses also revealed how daily in situ interactions with participants--and others--were crucial to the development of our identities and data gathering practices. We argue that ongoing efforts to demystify fieldwork experiences are critical for understanding that 'the field' is not simply 'out there' and offer practical suggestions for current and future doctoral students to consider.