Education for Equitable Health Outcomes - The Promise of School Health and Physical Education (EDUHEALTH), was a three-year international, collaborative research project that sought to identify school HPE teaching practices that promote social justice and more equitable outcomes. Data was generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand as informed by critical incident technique methodology (Tripp, 2012). The thematic analysis (Braun & Clarke, 2013) revealed three main themes as associated with pedagogies for social justice: (i) building relationships, (ii) teaching for social cohesion, (iii) and explicit teaching about, and acting on, social inequities.The EDUHEALTH project provided us with unique opportunities to broaden our horizons both as researchers and people. In this paper, we present our reflections about being involved in the EDUHEALTH project. Rather than presentingthese reflections separately, we do this as a shared narrative, or what Willis (2019) calls a ‘composite narrative’ where our individual reflections are combined and presented as a story from a single individual around a number of central themes. Composite narratives ‘allow research to be presented in a way that acknowledges the complexities of individual motivations and outlooks, whilst drawing out more generalised learning and understanding’ (Willis, 2019, p. 476). The themes involve: embodied learning; making connections with new people and places; developing as a teacher educator and an academic; the challenges of EDUHEALTH; productive tensions and constructive debates; similarities and differences between contexts; making the familiar (context) strange; the importance of contexts; and reaffirmed belief in social justice pedagogies and that HPE can make a difference. We hope that the narrative(s) can provide some insights for other researchers who may (want to) be embarking on international research projects.