The aim of this article is not only to discuss how the interview method has implications for the construction of aged identities, but also how the research area conditions the positionings that are made within the interview. Drawing on a set of qualitative semi-structured interviews with persons identifying as, and having experiences of volunteering as ‘class grandparents’ in schools for children, this article highlights and investigates three regimes that proved central in these interviews and that affected the construction of the data: the ‘confessional mode’, the ‘use of life scripts’ and the ‘theoretical identifications’ affecting the interview conversations.