When I started my PhD, I knew that I wanted to scrutinise the concept of quality in adult education and that it should be an article-based compilation thesis. Quite early I had the opportunity to observe a thematic quality audit in Municipal Adult Education (MAE)8 that was carried out by the Swedish School Inspection (SSI)9. Moreover, I had access to numerous adult education policy documents. I was confident that I could use the empirical material to shed light on the concept of quality in certain ways. But at that moment, I did not know how to engage with the concept and which theoretical lens to apply and how to analyse my col-lected data. Consequently, in this chapter, my aim is to explain how I engaged with these questions and where I ended up after I got in touch with the WPR-approach. The first part of this chapter will focus on the theoretical implications of the approach. Second, the opera-tionalization of the application will be discussed. The chapter will be concluded with a the-oretical reflection on reflexivity.