Within the United States a significant population of foster care infants and toddlers access early special education services under the parameters of the "Individuals with Disabilities Education Act" (IDEA)-Part C (United States Congress 2004). A dearth of literature exists about special education interventionists' services for this particular population of infants and toddlers. Without their contributed insights, policy makers, practitioners, and the academy may lack full awareness of how best to serve foster care recipients of early special education intervention. In response, a State-funded phenomenological study ensued with 50 special education interventionists who described their provision of services within foster care situations. Although the intent of the project was to report back to the funders how best to enhance the services, an unexpected deviation from the original research plan had to occur when the funders rejected one of the essential findings and requested its deletion from the final grant report. This article traces the study's progression towards the inevitable outcome and how the researchers negotiated appeasing the funders while maintaining ethical practices of phenomenological research, all within the parameters of external grant/government-funded scholarship. (Contains 9 footnotes.)