The purpose of this study was to explore different interpretations made through the dialogic interplay of a classroom ethnographic researcher (contextual researcher) and a research analyst (peripheral researcher) as we collaborated on interpretations of data from an elementary school classroom. Using sociolinguistic discourse technique, we examined two events involving guest teachers, the first of which was a frame clash that illustrated an outsider view of a classroom culture. In contrast, the second event provided more of an insider understanding of the classroom culture. This resulting contrastive analysis stemmed from the dialogic interpretation of both researchers and combining of theoretical perspectives. The interplay of perspectives between the researchers revealed a higher level of analysis and interpretation that led to a more robust synthesis and a more complex explanation of the findings.