We convened as researchers due to a commonality that we identified in our qualitative work. We had all grappled with ethical and relational aspects of research in various projects in what felt like uncharted territory. We all felt called to make decisions in the best interest of research participants/collaborators that we had not encountered in our training as qualitative researchers. We each individually considered, for example, what aspects of stories perhaps should not be reported. None of us encountered this idea in our training. Indeed, qualitative research courses in music education typically review the “big five” methodologies-case study, phenomenology, grounded theory, narrative, and ethnography. Considering the complexity of each of these methodologies and the limits of a 10-15 week semester, it is perhaps understandable that ethical discussions remain on the margin of such classes in favor of a survey approach to different methodologies alongside opportunities to conduct a research study. Ethics discussions that occur within qualitative methods courses often relate to institutional ethical review boards. The ethical questions that our respective qualitative research raised, however, seemed to fall in the cracks of institutional ethics, and each of us created different processes to address the ethical issues that arose with limited guidance from the field. We came together to consider ethical issues that may emerge in qualitative research in music education in order to shed light on the messiness of qualitative research. Our individual backgrounds compelled us to engage with research with a sense of wonder. Ahmed (2014) contends that a sense of wonder can transform taken-for-granted concepts and make them as if they were new. This sense of wonder does not eschew historicity, it compels us to examine it and question how repetition and patterns can create the impression of normalcy. We aim to explore, question, and challenge the colonial and neoliberal underpinnings of traditional research practices. We felt that our training did not account for the potential harm that exists when conducting research. Research is often associated with notions of progress and the betterment of society. The question, however, becomes who is harmed by this progress. We offer this workshop as an opportunity for researchers to think through ethical issues through a series of prompts followed by a group discussion about the nature of ethical issues encountered in qualitative and empirical work. We explore questions related to reciprocity, protection, care, and power and facilitate group discussion.