This case describes an observational video study of an upper elementary science classroom. Through our study, we explored the ways in which the role of a good science student is portrayed in the language used by students and their teacher. The analysis focused on probing how pronouns were used by students and teacher to position each other and themselves. This analysis was conducted by creating detailed transcripts of classroom videos and applying a constant comparative method to coding the pronoun use. The case examines the processes and challenges of each phase of the study, from arranging video recording procedures and deciding on transcription priorities, through to enacting the constant comparative method in a computer-assisted qualitative analysis environment. This case is written as a resource for qualitative research methods courses as well as for students and scholars seeking guidance in conducting similar studies.