This case study describes in detail the process of cocreating a self-reflection tool for inclusive classrooms in the context of a university-based innovation lab in Estonia named Proovikivi (https://proovikivi.ee/). The study, which follows an exploratory, interventional, and qualitative case study methodology, was implemented in three phases through an iterative and incremental process via testing in real classrooms across diverse education settings in Estonia and by consulting international experts in the field. This kind of research is not common in Estonia and was the first of its kind in Proovikivi. Furthermore, this study involves a less common “case” where the “case” is a self-reflection tool as opposed to a person, organization, or community. Detailed accounts are provided about how the research was conducted in a virtual environment, challenges encountered, and mitigation. Major obstacles included those tied to research methodology, language barrier, and difficulties reporting results due to the complex nature of the study. It is expected that these detailed accounts will enhance the reader’s knowledge of how to design and implement similar studies, and more importantly, what kind of obstacles to expect, and how to overcome them.