Our research explores the experiences of participants in a program for graduate students interested in pursuing faculty careers in higher education (Students Pursuing Faculty Careers). The methodologies used to collect data for this case study included individual semistructured interviews, an asynchronous online focus group, a qualitative Levels of Use survey, and a document review. The original analysis plan was to use open and axial coding, borrowed from grounded theory, to begin the initial analysis of the data and to identify categories that would form the basis of the findings sections of a manuscript. It became evident as we moved through the analysis that more structures would be required for two people to efficiently and effectively analyze these data. After a thorough open coding of the first three semistructured interviews, we decided to change course. This case study documents our mid-course correction, where we transitioned from an exploratory data analysis approach focused on emergence (i.e. open and axial coding) to a more structured analysis approach (i.e. modified analytic induction). In this case, we highlight the methodological challenges we faced before, during, and after the transition and describe our lessons learned. Additionally, our use of modified analytic induction is detailed, providing an example of how the two analysis methods could be integrated and how modified analytic induction provided the necessary structure to effectively understand the program participants' experiences. [This content is provided in the format of an e-book.]