In qualitative studies, the interpretative process facilitates the refashioning of representations, the remaking of choices and the probing of discourses. Thus, spotlighting the researcher as narrator foregrounds a range of complex issues pertaining to voice, representation and interpretive authority. To spotlight issues pertaining to the researcher as narrator, the empirical elements of this paper derive from my doctoral study of the shaping of beginning teachers’ identities, throughout their initial year of occupational experience, post-graduation. In constructing and interpreting others’ voices and realities, researchers develop their own voices. Accordingly, the manner, in which three researcher voices of Chase’s (2005) typology - authoritative, supportive, and interactive - are deployed in my study of beginning teachers, is outlined, as is the scholarly significance of the paper.