The following narrative reflects on the dilemmas and problems faced by inexperienced researchers working within the field of education. Focusing on a research project completed in fulfilment of an MA in Teaching and Learning, the article recounts the decisions made by one emergent researcher and evaluates how far the chosen methods may have helped or hindered the exploration of reader-response theory in terms of its practical application to the teaching of A Level English Literature. In addition, the author highlights the possible benefits and difficulties encountered when applying the findings of small-scale studies to the teaching of English. Lastly, the article reemphasises the validity of action research projects and suggests the importance of maintaining a tradition of teacher-researchers in the secondary English classroom.