This paper explores the concept of researcher vulnerability through a review of the extant research literature and each author's feelings of vulnerability connected to their research with vulnerable populations while exploring both sensitive and seemingly innocuous, yet important, topics in education using qualitative methodology. Specifically, a reflection of our respective study of the academic and social transitions of student combat veterans, and the academic and gender socialization of adolescent African American males is presented as means of illustrating the phenomena of researcher vulnerability. Implications of vulnerability for research, practice, and theory are discussed.