This case study looks into the process of developing a qualitative coding scheme and conducting analysis based on semistructured interviews, for a mindfulness-based intervention delivered to teachers as a professional development program. The Cultivating Awareness and Resilience in Education for Teachers program is being studied as part of a large, federally funded efficacy trial, to study the Cultivating Awareness and Resilience in Education program’s effects in the areas of teacher stress and well-being. The qualitative project examined in this case study is based on research that was completed within the context of the larger quantitative study, to provide multiple methodological approaches to studying the effects and impacts of the intervention and to better understand the mechanisms of the Cultivating Awareness and Resilience in Education program’s multiple delivery components. In particular, this research was focused on intervention supports within the Cultivating Awareness and Resilience in Education program. Through my qualitative project, I investigated whether, how, and why coaching calls that were conducted within the Cultivating Awareness and Resilience in Education program affected teachers’ experiences and provided insight into the effects of Cultivating Awareness and Resilience in Education that expound measured quantitative results. In describing my experiences, this case study may also be used by others to consider how to utilize the perspective of a program practitioner and how this can influence one’s approach to conducting research. My personal experience and familiarity with the Cultivating Awareness and Resilience in Education program impacted my decision-making process and approach to conducting this qualitative project, providing a particular lens to examining the data that complemented my ability to draw conclusions.