This presentation outlines how Personal Construct Theory (PCT) methods can be applied in developing a meta-perspective on educator and learner meaning-making in two vocational education contexts, hairdressing and electrical engineering. The research teams selected constructs elicitation and repertory grid technique as data-collection tools (Fransella, Bell and Bannister, 2004) in generating their reflective accounts of their practices. Broadly replicating the same PCT methodology, the author used the two case studies as elements in eliciting meta-level constructs for use in a repertory grid. Descriptive statistics (means and standard deviations), correlations and cluster analyses (dendrograms) were computed and then used as prompts in generating a meta-perspective which was intended to subsume the reflective accounts in the two case studies. As in the latter studies, it is shown how meta-level constructs were related in the author’s meaning-making. We concluded that PCT methods could be used to develop meta-perspectives on vocational educators’ pedagogical meaning-making.