The professional doctorate creates opportunities for shared research and novel findings to inform and shape the workplace and cultivate professional capital. In this paper I discuss my own journey in undertaking an Educational doctorate. I critique how my methodological approach enabled me to successfully cross the range of boundaries that I encountered along my way. As I crossed the boundaries between scientist, teacher and researcher, my chosen approach afforded a framework that appealed to my embedded 'positivist tendencies'. It permitted me to acknowledge the varied positioning of both myself and others, and the professional learning that takes place within and across each boundary. I was able to question what constitutes knowledge and what the most acceptable approaches to knowledge creation are when boundaries and research paradigms are crossed. This journey provided me with a greater understanding of how and why as individuals we position ourselves in our roles. This understanding underpins my recommendations for supporting professional learning. I discuss the relevance and potential impact of my findings for both practice and for those undertaking an educational doctorate.