In this paper, we dig deeper into the reflexive learning that fuels collaborative inquiry by examining the unique ways in which changing itself takes place. We draw on two examples of collaborative inquiry, offering autoethnographic insights from our own lived experiences of changing change. These insights are underpinned by reflexive learning which we capture in textual form to show how learning in collaborative inquiry involves ‘impacting with’ rather than ‘impacting on’. Our analysis reveals that reflexivity is not a homogenous or static experience but consists of several dynamically changing entangled ‘dimensions’ of practice. Through dimensions relating to the process, content, and impact of reflexive learning, collaborators can arrive at a ‘stance’ – a fluid, loosely shared basis for action that enables organizational practices to be reconfigured or preserve key principles.