This case study is based on a qualitative study of nine queer teachers. A series of interviews, including a stimulated recall session and a focus group followed by individual member check-ins, was conducted. Artifacts such as lesson plans were collected. These data were analyzed using a grounded theory approach. This case study focuses on methods used to elicit rich data from participants, some of whom were particularly vulnerable because they were not completely out in their workplaces. In particular, finding the balance between sharing my story as a researcher without imposing it on my participants' stories is explored. I found that sharing my experiences and vulnerabilities led to participants opening up about theirs. By establishing shared knowledge, participants came to trust that I, as the researcher, would understand their perspectives. However, I had to be careful not to assume that my understandings were the same as theirs. To avoid this, I used active listening and member check-ins. Because I took such careful steps, participants not only opened up to me, but they also sent emails between interview sessions reflecting on my conclusions and even contradicting them. This allowed for co-construction of the theories and resulted in participants expressing satisfaction with the results. Queer teachers who have read my studies have reached out to me to express that the conclusions resonated with them, providing the ultimate validation of these methods. [This content is provided in the format of an e-book.]