This chapter presents the methodological framework of the study, which is based on twelve autobiographical narrative interviews with female language teachers and educators in Upper Silesia. It outlines the research aims, qualitative design, and analytical approach, focusing on how the 2017 Polish education reform influenced professional identity and multilingual experiences. Using Fritz Schütze’s biography analysis, the chapter explains data collection, the open narrative interview method, and the role of language choice and code-switching in identity construction. It concludes with an introduction to the interviewees and sets the foundation for the empirical analysis in Chapter 5.