In this phenomenologically influenced study, three early career researchers share their lived experiences of engaging with grounded theory as either a “methodology” or “method” in their respective research projects. The three lived experiences were interpreted using a constructivist grounded theory approach. The study provides insights into their experiences associated with “learning about” and “doing” grounded theory. Based on these three early career researchers’ experiences, learning to be a grounded theory researcher is constituted of three inter-connected processes: learning about and doing grounded theory (and qualitative research); researchers as socially situated and embodied, corporeal beings; and experiences of grounded theory learning contexts and curricula. Additionally, learning about and doing grounded theory is a multifaceted social experience involving knowledge building, meaning making, skill development, reflexivity, axiology, conducive learning conditions, communities of practice principles as well as influences from researchers’ affective domains.