This paper focuses on the methodology adopted for Malta+5, which builds on Robin Alexander's work by comparing the five pedagogical cultures he studied to the one in Malta. It reflects critically on the research process adopted in this study, and shows how, despite the very limited experience and resources, applying the methodology, frameworks and learning from Culture and Pedagogy to the Maltese context, enriched this study, by giving it a comparative and international dimension that it would otherwise be lacking. It also analyses the compromises that had to be made, the challenges encountered and, the pitfalls the author attempted to avoid while conducting the study. An exposition of the data gathered shows that the methodology adopted enabled the researcher, an insider, to better understand the pedagogical culture in which he is immersed. It is predominantly teacher-based, solidly underpinned by segmented-collectivism and encourages uniformity.