This book will inspire any teacher, because this is the evidence that inside of every reflective teacher researcher, there is a pedagogical secret to better learning waiting to be unlocked. It narrates the long journey of a teacher researcher, being vulnerable, being risky, being innovative, being equal, being stubborn, being reflective, searching for answers and travelling with her fellow students and colleagues into teaching and learning spaces where grammar teachers and students have never been before. Beyond that, her journey relates to one more state of ‘being'', being wrong. It is one of the very best ways to learn. This book provides a theoretical and methodological framework for anyone wishing to investigate grammar teaching and learning in a systematic way.