The central theme for this article arises from conversation on how agricultural scientists can move from technology transfer to complementing development. Researchers may be willing to embrace developmental concerns while lacking enabling skills and perspectives. Agricultural researchers often choose agendas based on cost, efficiency and appropriate controlled input use. This is problematic for small-scale commercial agriculture in traditionally managed rural situations because it does not include the issues of authority, power and complexity found in situated contexts. This article describes researcher learning arising from participatory farmer–researcher activity that determined a mutually beneficial research agenda. The participatory nature of the research was determined by how relationships were developed and managed. Researchers came to understand that attitude, environment and relevant issues, not specific tools, achieved participation.