Research conducted in educational setting is a complex enterprise, even in the most ideal situations. Beyond thinking about usual research methodological concerns, many gatekeepers need to give approval; schedules for researchers, teachers, students, and schools need to line up; and participants and researchers need to make decisions when the plan needs to change. This delicate balancing act becomes even more difficult when working at a research site that is remote and/or in a foreign country, or at a site that is recovering from a significant natural disaster. This case study discusses research conducted in Nepal looking at the efficacy of using classroom-based writing therapy with students who survived a 7.8 magnitude earthquake. This case study addresses how we dealt with everything from school closures, to washed out roads, to inconsistent use of research protocols. But most of all, this case study addresses the need to think about the underlying assumptions about the nature of research, data, and cultural norms that point us in certain directions and how differences in those assumptions can cause problems in research. Though the project is still in the data analysis phase because of these issues, the mixed-method approach taken in the study has given me the flexibility to still be able to address the original research questions all-be-it in a slightly different way.