This is a case study of a case study. In order to examine the impact of conducting case-study research on preservice teacher Carrie's professional development, I followed her work with emergent reader Beth. Field-based research provided a context for posing meaningful questions and promoted professional reflection for Carrie in two areas: prior beliefs (autobiography, education, professional identity) and contexts for literacy development (child, family, school). Qualitative procedures (prolonged engagement, persistent observation, peer debriefing, examining self-as-instrument, triangulation) emerged as vital sources for focusing research questions and framing reflections. Points that deserve further study include (a) structured discussion uncovered assumptions that written reflection often did not, (b) the role of researcher encouraged Carrie to consider novel ways to negotiate professional relationships, and (c) autobiography proved a factor in case-study selection and research questions.
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