On examining today's research practices in the area of social sciences, one can perceive a distinct interest in biography. Observation of the lives of individuals, (re)cognising social micro worlds from the perspective of individual biographies, and analysis of -- and searching for -- meanings of individual life experiences are subjects of great interest as well as confidence among researchers. It is also noticeable that researchers, with even greater attention and concern, are turning their attention to the methodological legitimacy and correctness of the projects they undertake. This is especially important when there is a necessity to problematize and further specify the methodological identity of the biographical approach. The article is a contribution to the discussion concerning the nature and types of so-called biographical research conducted in the area of andragogy -- which may adopt at least three differing forms: biographical, auto/biographical and autobiographical approaches.It is also our intention to reflect on the research process as a learning process, experienced by the researcher-andragogue. These reflections are based on the individual experiences of researchers acquired during the "Microworlds of motherhood" and "Life between the notes" projects, in which the biographical and auto/biographical approach was applied.