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Many contemporary inequalities are the product of elite efforts to consolidate advantage in an increasingly competitive society. Examining these inequalities raises a praxis dilemma for social justice-minded researchers: How we present the findings will affect how participants and other elites receive them, which affects prospects for dialogue and our capacity to work collectively toward solutions. Drawing on data from a recent ethnographic study of elite graduate admissions, I examine the same episode from four different perspectives to reveal (1) how theoretical/methodological orientations elicit different truths from the data and (2) how the findings that result may affect a researcher’s potential to earn a hearing with and prompt reflection by research participants.