This case study focuses on the methodology behind my dissertation project titled Connecting principal succession and professional learning: A cross-case analysis that I defended in 2012. The purpose of this interpretative qualitative study was to explore the connections between principal succession and professional learning through the analysis of the current practices in leader identification, development, support, and retention in two Georgia (USA) school districts. In this case, I detail the methodology of the project, the reasoning behind selecting specific frameworks and methods, and the lessons learned in the process of this project. After providing brief details about the study, its background, and context, I explain how I combined symbolic interactionism and ethnomethodology to theoretically frame this project. Then, I explain how I linked thematic and membership categorization analyses to achieve the goals of the study. Finally, I outline some strengths and weaknesses of this methodology to guide researchers who are considering using this combined approach.