In this article, I describe the processes involved in designing and carrying out a case study project. The case study focuses on a science teacher, Donald, who was undertaking an inquiry-based curriculum change to an advanced chemistry course in a specialized science, technology, engineering, and mathematics school. I describe the groundwork needed to prepare the research study and negotiate access to the research site. I illustrate how I adopted Robert Stake's case study design to identify the ‘case’, define the scope of the ‘case study’, and write ‘information questions’. Finally, I show how I used different methods of data collection to generate a significant amount of data before using a progressive focusing research design.