The author offers an account of his research’s methodology in its developed form. An integration of different methods and theories is argued to be fit for the purposes of documenting and boosting pupils’ learning in religious education. These are iterativity and the dynamic curriculum from action research; ethnographic reflexivity, participant observation, interviewing and data analysis; a middle epistemological position where data are viewed as possibilities for change rather than immutable facts or context-trapped anecdotes; and a research ethical position according to which the involvement of pupils as co-authors of their own religious education in a collaborative action research framework exceeds the requirements of research ethical conventions.