In this chapter, I will start by describing my current tensions as a teacher- researcher trying to frame a research design, or a path, to unravel the ways through which teachers relate to knowledge, or the ways how teachers experience them. I will first develop a critique of the Western tradition of research. Second, I will explain why I am trying to deviate from it, especially in the context of English Language Teaching. Third, I will advocate for a decolonization of the method and will reflect about strategies for such an endeavor, by describing the testimonio (testimony) as a provisionally fulfilling qualitative methodology for understanding English teachers’ experiences when generating or sharing knowledge; an example case will be included.