The purpose of this case study is to provide insights into research that I, as a doctoral student, conducted using a grounded theory methodology. I was interested in exploring the processes undertaken by nurse academics when embedding evidence-based practice concepts into their teaching and learning practices. This case study will take the readers through the reasoning behind the selection of grounded theory methodology in line with the research questions. In addition, the readers will be guided through the data collection methods, data analysis approaches, and the outcome of these approaches. To address the aims of the research, I chose a constructivist grounded theory approach, informed by Kathy Charmaz. Data were collected through semi-structured interviews, some participants were observed, and a few subject guides were analyzed. In total, 23 nurse academics across Australian higher education institutions agreed to participate in the interviews, 9 consented to be observed during their teaching, and some shared their curriculum documents for analysis purpose. I analyzed the data using open, focused, and advanced coding that resulted in a theory which is grounded in data.