When I was in the first year of my doctoral studies at McGill University, I took a research methods course that largely shaped my understanding of qualitative research. In this course, we examined a number of methodological approaches to qualitative research in dialogue with one another. That is, instead of presenting each approach in isolation, the instructor took the time to explain how each approach was created as a response to previous methodologies. The instructor’s conscious choice to structure the course in this way helped us understand the evolution of qualitative research and familiarized us with broader debates on qualitative and quantitative research. As a graduate student, I appreciated this, as I find that a common problem with research methods courses is that their focus tends to be either too broad (covering too many approaches, and not going in depth), or too narrow (focusing on merely one approach and losing the greater picture).