Participatory research can help improve addiction services. However, the superficial involvement of people with experiential knowledge runs the risk of reproducing social inequity rather than strengthening their empowerment. This article aims to present a critical analysis, co-constructed through a dialogue between people with academic and experiential knowledge, of different types of participation and collaboration undertaken over a number of years, while also examining issues raised by the professionalization or formalization of the role of people with experiential expertise in participatory research in the field of addiction. The results of this analysis have led to a co-constructed critical assessment that deals with the following themes: 1) a description of the collaborative process over time and the diverse ways in which people with experiential knowledge have been involved; 2) conceptual considerations with respect to the terms used and the identities linked to them; 3) aspects that have facilitated collaboration; 4) obstacles and challenges that were encountered. This dialogue between academic and experiential knowledge highlights the need to review institutional rules so as to better recognize the status of people with experiential knowledge involved in research. Recognition of skills related to eligibility for research positions should not be limited to academic qualifications. Experiential knowledge should be integrated into hiring processes as a recognized type of expertise.