In 2012, I completed my doctoral study which was positioned in a hermeneutic phenomenological theoretical framework within the interpretive social science mode of inquiry. Through the phenomenological component, I attempted to understand the experiences of secondary school immigrant students in their mathematics classrooms as the phenomena, while through the hermeneutic component, multiple interpretations of the experiences emerged. A total of 10 immigrant students generously shared their mathematics classroom experiences with me through a series of interviews. This case study presents my reflections on the emergent challenges of researching students' experiences, with particular reference to researching one's own practice as an insider, accessing student voices and the methodological approach of the study. Furthermore, it specifically urges the reader to consider the constantly changing nature of reality in a hermeneutic phenomenological approach. [This content is provided in the format of an e-book.]