Following debates on the comparability of ethnographic data (Bollig and Kelle 2012) and the relevance of meta-ethnographic knowledge (Kakos and Fritzsche 2017), this contribution undertakes the reconstruction of a comparative ethnographic research process in the context of the DFG project “The Pedagogy of the Gülen-Movement” (cf. Geier and Frank 2016a, b, among others). Based on two protocols of different researchers on the evening of a religious discussion circle (sohbet) for female students, the question is asked at the levels of data collection and interpretation: How does the subject sohbet change in the face of differently interactive researchers in the field, the ethnographic knowledge produced by them and with each other, its respective and contrastive interpretation, and the diversityor difference categories invoked in it? The presented results show that on the one hand there are different forms of ethnographic writing and on the other hand the social positioning (Hall 1994) of the researchers, with which spaces and boundaries are opened and drawn to characterize the field and its practices from the perspective of the ethnographers, the field, and the interpreters (as Muslim).