This case study stems from a challenge I faced working with audio records of open-ended interviews conducted with teachers in Lithuania. I sought to understand teachers' perspectives about educational changes in Lithuania 12 years after regaining independence. The interviews were dynamic and rich in information, but the richness became obscure in my initial transcripts. In searching for ways to transcribe and represent complex interview interactions, I embarked on a journey through transcribing that led me to understanding transcribing as analysis and logic-in-use. In this case, I describe this journey to make visible epistemological theory–method–representation relationships that make transcribing an analytic process consequential for research outcomes. I also present relevant literature and a message unit transcribing approach, which enabled systematic analyses of interconnected ideas and processes of the interview.