This article presents a practical iterative framework for qualitative data analysis, developed by Prachi Srivastava and Nick Hopwood. The framework consists of three iterative questions that help researchers engage with the process of continuous meaning-making and progressive focusing inherent to analysis. The authors argue that iteration in qualitative data analysis is not a repetitive mechanical task but a deeply reflexive process that is key to sparking insight and developing meaning. The framework is based on the idea that qualitative analysis is inductive, with patterns, themes, and categories emerging from the data. However, the authors note that these patterns are influenced by the researcher's theoretical, subjective, ontological, and epistemological positions. The framework helps researchers reflect on their own positionality and the data they are analyzing, allowing them to refine their understanding and focus. The authors apply the framework in two different studies: one on low-fee private schooling in India and another on how 13- and 14-year-old English schoolchildren experience and conceive of geography as a subject. In both cases, the framework helped the researchers refine their research questions, integrate data from different subunits, and develop a deeper understanding of the phenomena under study. The framework is useful for both novice and experienced researchers, as it provides a clear set of signposts for engaging with qualitative data analysis. It encourages researchers to reflect on their role, the importance of the data, and the sense of ownership and personal purpose in their research. The authors suggest that researchers should ask themselves the three questions of the framework, consider how analysis "feels," and be critical of the frameworks they use. They also encourage creativity and adaptation of the framework to fit different contexts.This article presents a practical iterative framework for qualitative data analysis, developed by Prachi Srivastava and Nick Hopwood. The framework consists of three iterative questions that help researchers engage with the process of continuous meaning-making and progressive focusing inherent to analysis. The authors argue that iteration in qualitative data analysis is not a repetitive mechanical task but a deeply reflexive process that is key to sparking insight and developing meaning. The framework is based on the idea that qualitative analysis is inductive, with patterns, themes, and categories emerging from the data. However, the authors note that these patterns are influenced by the researcher's theoretical, subjective, ontological, and epistemological positions. The framework helps researchers reflect on their own positionality and the data they are analyzing, allowing them to refine their understanding and focus. The authors apply the framework in two different studies: one on low-fee private schooling in India and another on how 13- and 14-year-old English schoolchildren experience and conceive of geography as a subject. In both cases, the framework helped the researchers refine their research questions, integrate data from different subunits, and develop a deeper understanding of the phenomena under study. The framework is useful for both novice and experienced researchers, as it provides a clear set of signposts for engaging with qualitative data analysis. It encourages researchers to reflect on their role, the importance of the data, and the sense of ownership and personal purpose in their research. The authors suggest that researchers should ask themselves the three questions of the framework, consider how analysis "feels," and be critical of the frameworks they use. They also encourage creativity and adaptation of the framework to fit different contexts.