This article troubles the seductive nature of coding based on its potential to fulfill the desires for systematicity, procedure, and clarity. I attempt to explicitly narrate what it is I think I do when I "analyze" data in my empirical work. Building on the notion of promiscuous feminist research, I delineate more explicitly how promiscuity became the hallmark of my inquiry while conducting research at a high-achieving, high-poverty urban school. I also discuss how materiality is entwined with theoretical thinking and explore how a promiscuous deployment of Foucaultian discourse analysis and Critical Race Theory (CRT) helped me to see how race works in schools in a more complicated way than if I had used one or the other framework loyally or prescriptively.