In this case study, I provide the methodologic approaches I used to investigate four in-service biology teachers' perspectives when using science instruction to address racial stereotypes within secondary science education. This case study provides practical advice for novice qualitative researchers who wish to conduct and design an intervention case studies within K-12 education. This case study also highlights the value of a qualitative research approach to explore social phenomena for society's betterment. Finally, this case study illustrates the value of cocreation between researchers and participants within educational research, ultimately supporting educational researchers' work toward more equitable teaching and learning practices. [This content is provided in the format of an e-book.]