Much has changed in interviewing methodology since the 1980s when anthropologist Charles Briggs (Briggs, 1986) argued that "we still know very little about the nature of the interview as a communicative event" (p.2). Researchers in the last two decades have expanded conceptualizations of interview methodology to include the interview subject as an active participant in constructing the interview (see Gubrium & Holstein, 2002 for multiple perspectives on the subject). In the era of "postmodern sensibilities" (Gubrium & Holstein, 2003). Spradley's (1979) admonition for researchers to set aside their "naïve realism" when seeking to "learn from" people (Spradley, 1979) is no longer questioned. Instead, bracketing assumptions of reality has become an a priori basis for designing, implementing, analyzing, and representing interview research. Such shift in perspective has required researcher accountability and analyses not only of the content, or the "whats" of interviews, but also the "hows" of the processes of constructing the interview (Holstein & Gubrium, 1995). However, much of the literature on the analysis of interview data still tends to focus on the analysis of content, offering little for expanding the frameworks and tools for analysis of the processes of co-constructing interviews. Analysis offered here seeks to address this gap by presenting an ethnographic perspective (Green et al., 2003) as an orienting framework for examining the processes and the outcomes of interviewing. To illustrate contributions of ethnographic perspective to interview research, this paper presents a microanalysis of an interview with a foreign language teacher in Lithuania. The interview, initially designed to investigate the topic of teacher professional development, led the researcher to a much larger investigation of the impact of reforms and socio-cultural and historical changes on the lives of teachers in Lithuania. In this interview the interviewee's discursive choices resulted in multiple "rich points" (Agar, 1994) which made visible the topics of interest for the interviewee. Rich points are instances in interaction "when, suddenly, you don't know what's going on" (Agar, 1994, p.106). Three of these clashes of interviewer's and interviewee's expectations are used in this presentation to make visible how rich point analysis from an ethnographic perspective can lead to a richer understanding of the dynamic nature of interviews. That is, analysis of rich points illustrates how, through their discursive choices, interviewees and interviewers inscribe particular roles and relationships and norms and expectations for the interview. If in ethnographic research we seek to examine the insider, or emic perspective(Spradley, 1980), then microethnographic analyses of interview discourse can make visible both the "whats" and the "hows" of interview process. This paper makes visible how the moment-by-moment and overtime interactions in an interview result in rich ethnographic data on the impact of educational and socio-historical changes in Lithuania. Rich point analysis through an ethnographic perspective also reveals how the co- constructed nature of interview is consequential in establishing parameters for data analysis and (re)presentation. Agar, M. (1994). Language shock: Understanding the culture of conversation. New York, NY: Quill. Briggs, C. L. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research (Vol. 1). Cambridge: Cambridge university press. Green, J. L., Dixon, C. N., & Zaharlick, A. (2003). Ethnography as a logic of inquiry. In J. Flood, D. Lapp, J. R. Squire & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 201-224). Mahwah, NJ: Lawrence Erlbaum Associates. Gubrium, J. F., & Holstein, J. A. (Eds.). (2002). Handbook of interview research: Context and method. Thousand Oaks, CA: Sage. Gubrium, J. F., & Holstein, J. S. (2003). Postmodern sensibilities. In J. F. Gubrium & J. S. Holstein (Eds.), Postmodern interviewing (pp. 3-18). Thousand Oaks: Sage. Holstein, J. A., & Gubrium, J. F. (1995). The active interview. Thousand Oaks, CA: Sage Publications. Spradley, J. (1979). The ethnographic interview. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Spradley, J. (1980). Participant observation. Fort Worth, TX: Harcourt Brace Jovanovich.