In this chapter, the author reflects on a research journey and the conscious and subconscious application of paradigms to research design. The chapter is focused on research conducted in her role as research and teaching academic in the area of literacy learning and teaching. Through the retrospective analysis of a particular program of research the author concludes that it may not be necessary to articulate a paradigm in the design stages of research to be strongly guided by that paradigm. The author contends that a researcher's theoretical orientation and worldviews about how research should be enacted may be the key to paradigm "choice." However, not all researchers have the luxury of determining how and what they will research, nor the paradigms or methods to be applied, in the world of competitive grants, commissioned research and multiple research agendas.