This chapter synthesises learning from the Constructivist Grounded Theory (CGT) studies in education drawn upon in the chapters of this Handbook, highlighting aspects of good methodological practice in CGT educational research. We consider examples of good practice in four areas in CGT research in education: (1) embedding critical reflexivity; (2) enacting participatory and co-constructive practice; (3) the use of the literature and extant theory; and (4) conceptualisation and theoretical development. Through discussion of these core foci, we underline the importance of remaining critically reflexive and ‘methodologically self-conscious’ (Charmaz 2017) about researcher positionality and standpoints and how such a stance can result in more inclusive research design and implementation. We show how participatory and co-constructive practice can be achieved by meaningfully and creatively involving participants in the research process. CGT researchers’ critical ‘informed’ engagement with the literature and extant theory before and throughout a CGT study is also examined, as well as examples of authors’ conceptual and theoretical work, demonstrating the useful, insightful, and compelling analyses that can be produced by critically and deeply engaging in CGT practice.