In this paper the author provides an overview of a rhizomatic methodology using illustrations from her doctoral thesis, where she used Deleuze and Guattari's (1987) thinking about rhizomes in three different ways. First, using the figuration of a rhizome allowed her to construct her thesis as non-linear with self-conscious attention paid to the writing of the text. Second, she understood the texts under analysis as rhizomatic, which enabled her to produce an account of the linkages and connections between various discursive plateaus. Third, she applied a method of rhizo-textual analysis that mapped the connections between the texts under analysis and stories about teaching told by herself, the research participants, and popular and academic texts on teachers and teaching. (Contains 1 note.)