This paper is a substantial part of the development of the research project Analysis of the influences of social and professional changes on teachers' lives and work, financed by the Spanish Ministry of Science and Technology (BSO2003- 02232). The aim of the project is to offer insights into the implications of economic, social and work restructuring in complex public organisations, like schools, and to propose meaningful solutions to professionals working in educational settings affecting by this restructuring process. In the Spanish case, during the last decades the institution of schooling has been object to considerable restructuring measures ( i.e. 1970,1990, 2002 educational reforms). Such measures are carried out in different Spanish Autonomies that might vary in terms of working conditions, tasks, preconditions for work and expectations for professional competencies. Therefore, there is a need to understand this variety and to capture opportunities and constraints for co-operation and communication between professionals in different regions as well as in different institutions. To this has to be added that we deal with different generations of professionals, whose expertise, identity and authority is developed in different periods of welfare state institutions. Thus, the overarching objective for the research proposed here is to improve the knowledge basis for both Spanish and European cross-contextual and cross-professional communication and co-operation.To achieve the project's objectives we are working in twelve thematic teachers' lives (six primary school teachers and six secondary from different Spanish Autonomous Regions). We consider teachers as social thinkers and are inquiring with them how personal, social, political, cultural and technological changes have affected their life and how are they coping with change at school and classroom level. In this paper we'll explore a set of emerging issues in the relationship established with the participant teachers in the process of constructing their professional lives who led our group to a good deal of discussion: (a) how teachers from different parts of Spain have been selected to participate in our research; (b) how to proceed with the negotiation process by creating a positive relation to create common knowledge ground; (c) the role of interviews settings to breaking boundaries and creating a positive relationships; (d) researchers' and teachers' feelings during the interviews; (e) after analysing the firs interview, decisions about the second meeting: how to start, the topics to explore, new questions,… advancing the organization of the text; (f) the construction of a methodological position through the research process. The way these rising questions are approach will make a significant difference in the professional development of both teachers and researchers.