Separately and sometimes in combination, autoethnography and self-study constitute distinctive and powerful current research methods in education scholarship. They represent as well important developments in contemporary philosophy and theory that resonate with broader transformations in understanding, representing and engaging with the world. Yet they are also subject to critique and misunderstanding of their purposes, character and effects. In introducing this edited volume, this chapter elaborates the affordances and synergies of autoethnography and self-study as productive and provocative education research methods. In particular, the authors map a series of terrains in which autoethnography and self-study have been formed and refined, and are currently deployed to address diverse research questions. Consideration is given also to the dimensions of consonance and dissonance between these methods.